Online&Resource&3:&LISELL&Inquiry&Assessments&and&Rubrics&&

!Includes!the!full!versions!of!both!forms!(pink!and!blue)!of!the!LISELL!constructed!response!inquiry!assessment!question!booklets,!answer!booklets!and!rubrics.!

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LISELL Science Inquiry Assessment Test Booklet (blue)

Examén (azul) 1. Julio sets up an experiment to test how candles burn when placed in covered jars. The picture below shows the experiment that Julio set up. In the answer book, list 3 variables in the experiment about the burning candles. Remember that a variable is anything that changes during an experiment.

1. Julio organiza un experimento para determinar cómo se queman las velas en frascos cubiertos. La imagen de arriba muestra el experimento que Julio diseñó. Enlista en tu libro de respuestas 3 variables del experimento de las velas que se queman. Recuerda que una variable es cualquier cosa que cambia durante un experimento.

2"

2. Plants need light to grow. You wonder if different types of light affect how much a plant will grow. You decide to design an experiment to find out. Think about the experiment you would design to test how different types of light affect plant growth. a) What is the Independent Variable in your experiment about growing plants? (The independent variable is the variable that you change or manipulate) b) What is the Dependent Variable in your experiment about growing plants? (The dependent variable is the variable that changes in response to the independent variable) c) List 2 other Variables you will need to control in your experiment. d) Then, use scientific language to describe your experiment about growing plants.

2. Las plantas necesitan luz para crecer. Te preguntas si diferentes tipos de luz afectan la cantidad de crecimiento en las plantas. Decides hacer un experimento para probar esta pregunta. Piensa en un experimento que podrías hacer para averiguar cómo diferentes típos de luz afectan el crecimiento de las plantas. a) ¿Cuál es la variable independiente en tu experimento sobre el crecimiento de las plantas? (Recuerda que la variable independiente es la variable que cambias o manipulas) b) ¿Cuál es la variable dependiente en tu experimento sobre el crecimiento de las plantas? Recuerda que la variable dependiente es la que cambia en respuesta a la variable independiente) c) Menciona al menos 2 variables que tendrás que controlar en tu experimento. d) Después, usando lenguaje científico, describe el experimento sobre el crecimiento de las plantas que diseñarías.

3"

3. In the picture below there are 2 balls of different sizes. You want to know if the balls will roll down the ramp at different speeds. In the table, answer the following questions: a) What is your hypothesis about whether or not the balls will roll down the ramp at different speeds? (A hypothesis is your prediction of what should happen based on things you already know.) b) List 2 observations you could make to test your hypothesis about whether or not the balls will roll down the ramp at different speeds.

3. En la imagen de arriba hay 2 bolas de diferente tamaño. Necesitas saber si las bolas van a descender por la rampa a diferentes velocidades. Responde a las siguientes preguntas en la tabla: a) ¿Cuál es tu hipótesis acerca de si las bolas descenderán por la rampa a diferentes velocidades? (Una hipótesis es tu predicción sobre lo que debería ocurrir de acuerdo a las cosas que tú sabes). b) Enlista 2 observaciones que podrías hacer para probar tu hipótesis sobre si las bolas descenderán por la rampa a diferentes velocidades.

4"

4. You notice that a lot of people wear light color clothing when the weather is hot. You decide to set up an experiment to study why. You use thermometers to take the temperature of two buckets of water before and after the buckets sit in the sun on a hot day. The data are shown below. In the table, answer the following questions: a) What is your hypothesis about why people wear light color clothing in hot weather? b) List 2 observations you can make based on the data from your experiment. c) Then, on the lines, use scientific language to explain how you would use your observations as evidence to support or reject your hypothesis. 4. Tu has dado cuenta de que muchas personas usan ropa de colores claros cuando hace mucho calor. Decides hacer un experimento para entender porque. Usas termómetros para tomar la temperatura de dos cubetas de agua antes y después de que las cubetas hayan sido expuestas al sol en un día caluroso. La información se muestra arriba en la imagen. Responde a las siguientes preguntas en la tabla: a) ¿Cuál es tu hipótesis acerca de por qué las personas visten ropa de colores claros en días calurosos? b) Enlista 2 observaciones que puedas hacer basándote en los datos obtenidos con tu experimento. c) Después, en los renglones, usa lenguaje científico para describir como usarías tus observaciones como evidencia para apoyar o rechazar tu hipótesis.

"Before/Antes"Black/negro"25o"C"White/blanco"25o"C""""""After/Después"Black/negro"35o"C"White/blanco"28o"C""

5"

5. You can use a globe (representing the Earth) and a light bulb (representing the Sun) to demonstrate why the length of day changes on Earth. In the table, complete the following if-then statements to explain why the length of day changes. a) If the Northern Hemisphere of the Earth is tilted toward the Sun, then ….. (describe how this affects the length of day) b) If the Northern Hemisphere of the Earth is tilted away from the Sun, then ….. (describe how this affects the length of day)

5. Se puede utilizar un globo terráqueo (que representa la Tierra) y un foco (que representa el Sol) para demostrar por qué cambia la duración del día en la Tierra. En la tabla, completa las siguientes oraciones condicionales (Si…entonces…) para explicar por qué cambia la duración del día en la Tierra. a) Si el Hemisferio Norte de la Tierra está inclinado hacia el Sol, entonces... (describe como esto affecterá la duración del día) b) Si el Hemisferio Norte de la Tierra está inclinado al lado opuesto al Sol, entonces… (describe como esto affecterá la duración del día)

6"

6. Maria wants to know if a rubber band and a nail can conduct electricity. She builds an electrical circuit like the one in the picture below. First, she attaches the rubber band to the two clips to complete the circuit. Then, she attaches the nail to the two clips to complete the circuit. In the table, answer the following questions: a) What is the effect of connecting the rubber band to the circuit? b) What is the cause of this effect when the rubber band is connected? c) What is the effect of connecting the nail to the circuit? d) What is the cause of this effect when the nail is connected? e) Then, on the lines, use scientific language to explain the causes and effects of what will happen with the circuit.

6. Maria quiere saber si una liga y un clavo puedan conducir electricidad. Ella construye un circuíto eléctrico como el que se ilustra en el diagrama de arriba. Primero, ella asegura la liga en las pinzas conductoras para completar el circuíto. Después, ella asegura el clavo en las pinzas para completar el circuíto. En la tabla, contesta las preguntas siguientes: a) ¿Qué efecto produce conectar la liga al circuíto? b) ¿Qué causaría este efecto al conectar la liga? c)¿Qué efecto produce conectar el clavo al circuíto? d) ¿Qué causaría este efecto al conectar el clavo? e) Después, en las lineas, utiliza lenguaje científico para explicar las causas y efectos de lo que ocurrirá con el circuíto.

7"

7. Imagine that you are an inventor. You just came up with a great idea for a new invention that will make a lot of people very happy. On the answer sheet, write a paragraph that describes your new invention and what it does. Use your knowledge of science as you describe your invention. In your paragraph use each of the 5 academic vocabulary words listed below at least one time. Include context clues to help the reader understand what the academic language words mean.

similar primary indicate variable component 7. Imagina que eres un inventor. Se te acaba de ocurrir una gran idea para un nuevo invento que hará feliz a mucha gente. En la hoja de respuestas, escribe un párrafo que describa tu nuevo invento y lo que hace. Utiliza tu conocimiento de la ciencia al describirlo. Utiliza al menos una vez cada una de las 5 palabras de vocabulario académico indicadas abajo. Incluye pistas contextuales que ayuden al lector a comprender qué significan estas palabras de vocabulario académico.

similar primario indicar variable componente

LISELL Science Inquiry Assessment Answer Book (blue) Libro de Respuestas (azul)

1. Burning Candles Experiment Experimento con velas que queman List 3 variables in Julio’s experiment about burning candles. Menciona 3 variables en el experimento de Julio sobre velas que queman.

a) b) c) Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

2"

2. Plants and Light Experiment Experimento sobre las plantas y la luz

a) What is the Independent Variable in your experiment about growing plants? Nombra la Variable Independiente en tu experimento sobre el crecimiento de las plantas.

b) What is the Dependent Variable in your experiment about growing plants? Nombra la Variable Dependiente en tu experimento sobre el crecimiento de las plantas.

c) Name 2 other Variables you will need to control in your experiment. Nombra otras 2 Variables que necesitarás controlar en tu experimento

d) Use scientific language to describe your experiment about growing plants. Describe el experimento que diseñarías sobre el crecimiento de las plantas utilizando lenguaje científico: ________________________________________________________________________

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Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

3"

3. Rolling balls experiment Experimento con bolas rodantes a) What is your hypothesis about whether or not the balls will roll down the ramp at different speeds? ¿Cuál es tu hipótesis acerca de si las bolas descenderán por la rampa a diferentes velocidades?

b) List 2 observations you could make to test your hypothesis. Enlista 2 observaciones que podrías hacer para probar tu hipótesis.

Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

4"

4. Light and Dark Clothing Experiment Experimento sobre el uso de ropa clara y obscura. a) What is your hypothesis about why people wear light color clothing? ¿Cuál es tu hipótesis acerca de por qué las personas visten ropa de colores claros en días calurosos?

b) List 2 observations you can make based on the data from your experiment. Enlista 2 observaciones que puedas hacer basándote en los datos obtenidos con tu experimento.

c) Use scientific language to explain how you would use your observations as evidence to support or reject your hypothesis. Usa lenguaje científico para describir como usarías la evidencia para apoyar o rechazar tu hipótesis: ________________________________________________________________________

________________________________________________________________________

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________________________________________________________________________

Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

5"

5. The Length of Day La duración del día a) If the Northern Hemisphere of the Earth is tilted toward the Sun, then ….. Si el Hemisferio Norte de la Tierra está inclinado hacia el Sol, entonces...

b) If the Northern Hemisphere of the Earth is tilted away from the Sun, then ….. Si el Hemisferio Norte de la Tierra está inclinado al lado opuesto al Sol, entonces…

Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

6"

6. Electric circuit experiment Experimento del circuíto eléctrico

a) What is the effect of connecting the rubber band to the circuit? ¿Qué efecto produce conectar la liga al circuíto?

b) What is the cause of this effect when the rubber band is connected? ¿Qué causaría este efecto al conectar la liga?

c) What is the effect of connecting the nail to the circuit? ¿Qué efecto produce conectar la liga al circuíto?

d) What is the cause of this effect when the nail is connected? ¿Qué causaría este efecto al conectar el clavo?

e) Use scientific language to explain the causes and effects of what will happen with the circuit: Utiliza lenguaje científico para explicar las causas y efectos de lo que ocurrirá con el circuíto: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

7"

7. Write your paragraph about your new invention here. Escribe un párrafo que describa tu nuevo invento.

similar primary indicate variable component

similar primario indicar variable componente ________________________________________________________________________

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Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

LISELL%Science%Inquiry%Assessment%Scoring%Rubric%Blue%Version%(1.5)!

!Blue%1.%Burning%Candles%Experiment!Inquiry!focus!is!on!listing!possible!relevant!variables!!Content!focus!is!on!how!candles!burn!and!the!role!of!oxygen!in!burning/!thermal!reactions!!Possible%variables%include:%academic%language%(everyday%language)%!Size!of!the!jar!(how!big!the!jar!is)!!If!the!jar!is!covered!or!uncovered!(lid!or!no!lid)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Not%variables!Length!of!time!the!candle!burns!(how!long!the!candle!burns)!!!!!!!!!!!!!!!!!!!!!jar!1!is!big!Type!or!size!of!candle!used!(how!big!the!candle!is)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!jar!1!has!lid!Amount!of!oxygen!available!(how!much!oxygen)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!all!candles!are!in!jars!Type!of!wick!(what!the!wick!is!made!of)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!he!burned!four!candles!Timing!of!lighting!candles!(when!you!light!the!candles)!!!!!!!!!!!conditions!necessary!for!experiment!!Speed!at!which!candle!burns!(how!quickly!candle!burns)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Descriptions/!observations!of!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!picture!that!don’t!demonstrate!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!understanding!of!what!a!variable!is!!!Inquiry%Scoring%3!=!3!correct!variables!2!=!2!correct!variables!1!=!1!correct!variable!0!!=!0!correct!variables/!unclear!that!student!understands!what!a!variable!is!9!!=!blank/!no!response!!!Language%Scoring%%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!in!at!least!2!cases!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!1!case!0!=!The!student’s!ability!to!explain!ideas!about!variables!in!a!burning!candles!experiment!meaningfully!is!unclear!or!not!evident!9!=!Blank!/!No!Response!!Content%Scoring%!3!=!Evidence!of!full!understanding:!mentions!that!candles!require!oxygen!to!light!or!continue!burning!2!=!Evidence!of!emergent!understanding:!mentions!that!candles!have!requirements!for!burning!(e.g.,!in!a!closed!container!candle!will!go!out)!without!mentioning!oxygen!1!=!Evidence!of!significant!incorrect!content!knowledge:!e.g.,!statement!that!all!candles!would!continue!to!burn!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!role!of!oxygen!in!burning!or!!that!candles!have!requirements!for!burning!9!=!Blank!/!No!response!

2!!

Blue%2.%Plants%Need%Light%Experiment%Inquiry!focus!is!on!identifying!independent,!dependent!and!control!variables!

Content!focus!is!on!factors!that!affect!plant!growth!

Independent!Variable!! Dependent!variable! Variables!that!should!be!controlled!

type!of!light!used!to!grow!the!plant!(what!kind!of!light);!!(i.e.,!use!sunlight!and!grow!light)!Amount!of!light!the!plants!get!(how!much!light!the!plants!get)!!(amount!of!light!is!a!content!misunderstanding!of!what!is!being!tested!but!is!acceptable!for!inquiry)!%Inquiry%Scoring:%%1!=!testing!different!types!of!

light!is!mentioned!

0!=!testing!different!types!of!

light!is!not!mentioned!

9!=!blank!/!no!response!

some!measure!of!plant!growth!over!time!that!would!result!from!getting!light!!!the!height!that!the!plant!grows!over!time!(how!tall!the!plant!gets)!!!number!of!leaves!(how!many!leaves)!!number!of!fruits!produced!(how!much!fruit)!%Inquiry%Scoring:%%1!=!a!reasonable!measure!

of!plant!growth!(i.e.!height)!

is!mentioned!

0!=!a!reasonable!measure!

of!plant!growth!(i.e.!height)!

is!not!mentioned!

9!=!blank!

variables!that!should!be!kept!the!same!(controlled)!!acceptable!answers:!type!of!plant!(what!kind!of!plant)!initial!size!of!plants!(how!big!plants!are)!time!when!measurement!was!taken!(when!you!measure)!type!of!soil!(what!kind!of!soil)!!size!of!pot!(how!big!pot!is)!amount!of!water!given!(how!much!you!water)!use!of!fertilizer!(if!you!use!fertilizer)!pH!of!soil!air!temperature!(how!hot!it!is)!oxygen!available!in!the!room!(how!much!air!there!is)!amount!of!light!(how!much!light)!–!if!not!used!as!independent!variable!!unacceptable!answers!type!of!light!how!much!the!plant!grows!different!pot,!soil,!etc.!single!word!–!water,!soil,!etc.!!Inquiry%Scoring:%2!=!2!correct!variables!

1!=!1!correct!variable!

0!=!no!correct!variables!

9!=!blank!/!no!response!

!

Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!

meaningfully,!both!in!the!table!and!in!the!narrative!(in!at!least!2!cases)!

1!=!The!student!uses!appropriate!everyday!language!meaningfully!in!at!least!1!case!

0!=!The!student’s!ability!to!explain!ideas!about!plant!growth!meaningfully!is!unclear!or!not!evident!

9!=!Blank!/!No!Response!

!

Content%Scoring%3!=!Evidence!of!full!understanding:!focus!of!response!is!on!type!of!light!(not!amount!of!light);!at!least!

two!factors!that!affect!plant!growth!and!that!are!not!discussed!in!the!question!(e.g.,!type!of!light!and!

how!much!growth)!are!mentioned!

2!=!Evidence!of!emergent!understanding:!at!least!one!factor!that!affects!plant!growth!and!that!is!not!

discussed!in!the!question!is!mentioned;!can!discuss!amount!of!light!rather!than!type!of!light!

1!=!Evidence!of!significant!incorrect!content!knowledge:!includes!clear!and!significant!content!errors!

about!factors!that!affect!plant!growth!(e.g.,!plants!will!grow!the!same!regardless!of!the!type!or!amount!

of!light!they!receive)!

3!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!factors!that!affect!plant!growth!9!=!Blank!/!No!response!

4!

Blue!3)%Rolling%Balls%Experiment%Inquiry!focus!is!on!coordinating!hypothesis!and!observations!!

Content!focus!is!on!the!effects!of!mass!and!gravity!on!falling!or!rolling!objects!

!What!is!your!hypothesis%about!whether!or!not!the!balls!will!roll!down!the!ramp!at!different!speeds?!

List!2%observations%you!could!make!to!test!your!hypothesis.!

The!response!is!stated!as!a!hypothesis!(not!a!

question)!and!addresses!the!relationship!between!the!

different!balls!and!the!speed!they!will!roll!down!the!

ramp.!

!Acceptable!examples!include:!

The!large!ball!will!roll!faster!than!the!small!ball.!(goes!fast!and!slow)!!My!hypothesis!is!that!the!two!balls!will!roll!at!the!same!speed.!(goes!the!same)!I!think!ball!2!will!go!faster.!They’ll!roll!down!with!different!speeds.!The!bigger!ball!has!a!larger!amount!of!mass!so!it!should!go!down!faster.!(is!heavier)!The!bigger!ball!has!more!weight!so!the!weight!that!it!has!will!slow!it!down.!Steel!ball!#1!will!be!last.!!Unacceptable!examples!include:!

To!see!which!ball!rolls!faster.!How!fast!do!the!balls!roll?!Will!ball!1!roll!faster!than!ball!2?!!!!Inquiry%Scoring%1!=!includes!a!hypothesis!that!addresses!the!

relationship!between!the!different!balls!and!the!speed!

they!will!roll!down!the!ramp.!

0!=!does!not!include!a!hypothesis!that!addresses!the!

relationship!between!the!different!balls!and!the!speed!

they!will!roll!down!the!ramp.!

9!=!blank/no!response!!

The!response!is!stated!as!observations!that!would!

help!determine!whether!the!2!balls!roll!down!the!

ramp!at!different!speeds.!

!Acceptable!examples!include:!

Measure!the!time!it!takes!each!ball!to!roll!(how!long!it!takes!for!the!ball!to!stop)!Use!a!watch/!clock!to!time!the!balls!Measure!the!distance!each!ball!rolls!(see!if!ball!1!rolls!farther!than!ball!2)!Use!a!ruler/!meter!stick!to!see!how!far!they!roll!Set!up!a!finish!line!and!see!which!ball!is!first!Roll!each!ball!one!at!a!time!and!have!a!stop!watch!and!see!which!one!is!faster!Make!a!finish!line!and!which!ever!one!go!under!it!first!is!faster.!Using!two!different!timers!see!how!long!it!will!take.!!

Unacceptable!examples!include:!

See!how!fast!the!balls!go!(not!enough!information)!The!bigger!was!faster!than!the!smaller!See!if!my!hypothesis!is!right!or!wrong!Test!the!speed!(not!enough!information)!See!where!it!stops!Distance;!time!(no!single!words)!!Inquiry%Scoring%2!=!includes!2%observations!that!would!help!determine!whether!the!2!balls!would!roll!down!the!

ramp!at!different!speeds!

1!=!includes!1!observation!that!would!help!determine!whether!the!2!balls!would!roll!down!the!

ramp!at!different!speeds!

0!=!does!not!include!any!observation!that!would!

help!determine!whether!the!2!balls!would!roll!

down!the!ramp!at!different!speeds!

9!=!blank/no!response!!

%Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!clear!

comparisons!–!faster!than,!heavier!than)!in!at!least!3!cases!!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!0!=!The!student’s!ability!to!explain!ideas!about!rolling!balls!meaningfully!is!unclear!or!not!evident!

9!=!Blank!/!No!Response!

!

%%%%

5!%Content%Scoring%3!=!Evidence!of!full!understanding:!mentions!that!the!mass!of!the!ball!should!not!influence!the!speed!it!rolls!since!gravity!is!the!main!force!working!on!the!balls!(unless!student!mentions!the!effects!of!friction!and/or!air!resistance!as!well!as!gravity)!2!=!Evidence!of!emergent!understanding:!mentions!one!or!more!forces!acting!on!the!balls!(gravity,!friction,!air!resistance)!but!does!not!explain!the!relationship!to!the!balls!rolling!or!connect!falling!objects!to!rolling!objects!1!=!Evidence!of!significant!incorrect!content!knowledge:!i.e.,!mentions!that!the!size!or!the!weight!of!the!ball!will!affect!its!speed!(if!no!discussion!of!friction!or!air!resistance)!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effects!of!mass,!gravity,!and!friction!on!the!rolling!balls!9!=!Blank!/!No!response!

6!Blue%4.%Light%and%Dark%Colors%Experiment!Inquiry!focus!is!on!coordinating!hypothesis,!observation!and!evidence!Content!focus!is!on!the!role!of!color!in!heat!or!light!absorption!and!reflection!

%What!is!your!hypothesis?!!

What!observations!can!you!make?!!

What!evidence!relates!to!your!hypothesis?!!

The!response!is!stated!as!a!hypothesis!(not!a!question)!and!addresses!the!reason!why!people!might!wear!light!color!clothing!in!hot!weather!!Acceptable!examples!include:!The!dark!color!absorbs!the!sun’s!rays!and!the!temperature!increases!It!reflects!heat!and!does!not!get!hot!as!quick!(It!=!light!color!clothing)!Because!dark!colors!attract!the!sun!!(incorrect!content!but!acceptable!hypothesis)!The!black!got!hot!b/c!its!outside!color!was!dark!and!the!sun!hit!it!more!!Unacceptable!examples!include:!So!they!can!stay!cool!(not!enough!detail)!To!study!why!people!wear!light!colors!Why!do!people!wear!light!color!clothing!in!hot!weather?!(any!restatement!of!question)!!Inquiry%Scoring:%1!=!includes!a!reasonable!hypothesis!that!addresses!the!reason!why!people!might!wear!light!color!clothing!in!hot!weather!0!=!answer!does!not!include!a!reasonable!hypothesis!that!addresses!the!reason!why!people!might!wear!light!color!clothing!in!hot!weather!9!=!no!response/blank!!

The!response!is!stated!as!observations!based!on!the!data!that!are!presented!in!the!diagram!!!Acceptable!examples!include:!The!black!bucket!got!10!degrees!hotter!The!black!cup’s!water!is!warmer!than!the!white!cup’s!water!The!temperature!increased!more!in!the!black!bucket!than!the!white!bucket!!Before!sitting!in!the!sun!they!have!the!same!temperature!!Unacceptable!examples!include:!Because!white!is!clear!and!reflects!light!look!at!which!one!gets!hotter!The!dark!cup!will!get!more!heat!(discussion!of!procedures!or!hypotheses,!future!tense)!!Inquiry%Scoring:%2!=!includes!2!observations!based!on!the!data!that!are!presented!in!the!diagram!1!=!includes!1!observation!based!on!the!data!that!are!presented!in!the!diagram!0!=!does!not!include!any!observation!based!on!the!data!that!are!presented!in!the!diagram!9!=!blank/no!response!!

The!response!uses!the!observations!that!were!stated!as!evidence!to!either!support!or!reject!the!hypothesis!given!(must!connect!the!data!to!the!hypothesis)!!Acceptable!examples!include:!The!evidence!supports!my!hypothesis!because!the!black!bucket!was!much!hotter!than!the!white!one!!the!white!bucket!was!cooler!so!a!white!shirt!will!be!cooler!too!The!temperature!increased!more!in!the!black!bucket!so!black!clothing!would!increase!your!temperature!!Unacceptable!examples!include:!A!white!shirt!makes!you!cooler!(any!statement!about!clothing!without!connection!to!the!observations)!the!temperature!in!the!black!bucket!increased!10!degrees!(any!statement!of!an!observation!without!connection!to!hypothesis)!!Inquiry%Scoring:%1!=!mentions!one!or!more!observations!that!were!stated!and!clearly!links!that!observation!as!evidence!to!support!or!reject!the!hypothesis!!0!=!does!not!mention!observations!or!does!not!clearly!link!observations!as!evidence!to!support!or!reject!the!hypothesis!!9!=!blank/no!response!!!

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7!Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!clear!comparisons)!in!at!least!3%cases!!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!the!light!and!dark!colors!experiment!is!unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!9!=!Blank!/!No!Response!

!%Content%Scoring%3!=!Evidence!of!full!understanding:!describes!an!explicit!connection!between!color!and!heat!or!light!absorption!and!reflection!(e.g.,!dark!color!objects!absorb!more!heat/light!or!light!color!objects!reflect!more!heat/light)!2!=!Evidence!of!emergent!understanding:!expresses!idea!that!the!color!of!material!is!relevant!to!heat!or!temperature!but!fails!to!make!explicit!connection!between!color!and!heat!absorption!1!=!Evidence!of!significant!incorrect!content!knowledge:!i.e.,!claims!that!darker!colors!attract!more!sunlight!or!are!hit!by!more!light;!or!claims!that!color!does!not!influence!heat!absorption!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!role!of!color!in!heat/light!absorption!9!=!Blank!/!No!response!

%!

8!Blue%5.%Changing!Day!Length!Experiment!Inquiry!focus!is!on!cause!and!effect!relationships!using!“if/then”!statements! !Content!focus!is!on!how!the!tilt!of!the!Earth’s!axis!influences!day!length!on!Earth.!!If!the!Northern!Hemisphere!of!the!Earth!is!tilted!toward!the!Sun,!then….!!

If!the!Northern!Hemisphere!of!the!Earth!is!tilted!away!from!the!Sun,!then….!!!

Response!is!a!statement!of!what!will!happen!to%the%length%of%day!when!the!Northern!Hemisphere!of!the!Earth!is!tilted!toward!the!Sun.!!Acceptable!examples!include:!The!days!will!be!longer!in!the!northern!hemisphere!The!light!of!the!sun!being!out!will!be!longer.!The!days!will!be!shorter!in!the!southern!hemisphere!The!length!of!the!day!will!be!longer!because!the!Earth!is!tilted!toward!the!sun!so!there!is!more!sunlight!!Unacceptable!examples!include:!It!will!be!hot!It!will!be!sunny!Then!the!north!hemisphere!is!going!to!be!summer!We!will!feel!a!lot!more!sunlight!and!the!southern!hemisphere!would!not.!!Inquiry%Scoring%1!=!response!mentions!that!the!day!will!be!longer!in!the!northern!hemisphere!when!it!is!tilted!toward!the!Sun.!!0!=!response!does!not!mention!that!the!day!will!be!longer!in!the!northern!hemisphere!when!it!is!tilted!toward!the!Sun.!!9!=!blank/no!response!!!

Response!is!a!statement!of!what!will!happen!to%the%length%of%day!when!the!Northern!Hemisphere!of!the!Earth!is!tilted!away!from!the!Sun.!!Acceptable!examples!include:!The!day!would!shorten!because!the!Earth!would!be!tilted!away!from!to!the!sun.!The!light!of!the!sun!being!out!will!be!shorter.!The!days!will!be!longer!in!the!northern!hemisphere!!!!Unacceptable!examples!include:!It!will!be!cold!It!will!be!dark!Then!the!north!hemisphere!is!going!to!be!winter!The!southern!hemisphere!will!feel!more!sun!light!and!Northern!won’t!!%Inquiry%Scoring%1!=!response!mentions!that!the!day!will!be!shorter!in!the!northern!hemisphere!when!it!is!tilted!away!from!the!Sun.!!0!=!response!does!not!mention!that!the!day!will!be!shorter!in!the!northern!hemisphere!when!it!is!tilted!away!from!the!Sun.!!9!=!blank/no!response!!

%Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!in!at!least!3%cases!!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!the!effect!of!the!tilt!of!the!Earth’s!axis!is!unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!9!=!Blank!/!No!Response!%Content%Scoring%3!=!Evidence!of!full!understanding:!explicitly!describes!the!relationship!between!the!tilt!of!the!Earth’s!axis!and!the!effect!on!changing!day!length!as!well!as!why!day!length!is!related!to!tilt!

9!(e.g.,!the!hemisphere!that!is!tilted!toward!the!Earth!will!have!longer!day!length!because!it!receives!more!direct!sunlight)!2!=!Evidence!of!emergent!understanding:!expresses!some!correct!idea!about!an!effect!of!the!tilt!of!the!Earth’s!axis!that!relates!to!sunlight!(e.g.!there!will!be!more!light!or!it!will!be!hotter!or!it!will!be!summer!in!the!northern!hemisphere!when!it!is!tilted!toward!the!Sun)!1!=!Evidence!of!significant!incorrect!content!knowledge!(e.g.,!day!length!will!be!shorter!in!the!hemisphere!that!is!pointed!toward!the!Sun;!there!is!no!difference!in!day!length,!etc.)!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effect!of!axis!on!day!length!9!=!Blank!/!No!response!

10!!Blue%6.%Electric%Circuit%Experiment%Inquiry!focus!is!on!cause!and!effect!relationships!Content!focus!is!on!complete!and!incomplete!electrical!circuits!!

What!is!the!effect!of!connecting!the!rubber!band!to!the!circuit?!!Response!is!given!as!a!statement!that!indicates!that!the!rubber!band!does!not!complete!the!circuit!and/or!the!bulb!will!not!light!!Acceptable!examples!include:!It!isn’t!going!to!light!up!Electricity!doesn’t!go!through!rubber!so!the!circuit!won’t!work!Nothing!would!happen!It!won’t!conduct!!Unacceptable!examples!include:!It!passes!energy!To!make!it!have!power!It!helps!the!circuit!make!electricity!%Inquiry%Scoring%1!=!response!mentions!that!the!bulb!will!not!light!or!that!the!circuit!is!not!completed!0!=!response!does!not!mention!that!the!bulb!will!not!light!or!that!the!circuit!is!not!completed!9!=!blank/no!response!!!!

What!is!the!cause!of!this!effect!when!the!rubber!band!is!connected?!!Response!is!given!as!a!statement!that!indicates!that!rubber!does!not!conduct!electricity!!!Acceptable!examples!include:!The!rubber!band!can’t!conduct!energy!from!the!battery!Rubber!bands!do!not!conduct!electricity!It’s!stopping!the!electricity!!Unacceptable!examples!include:!It!causes!electricity!It!doesn’t!work!%%Inquiry%Scoring%1!=!response!mentions!that!rubber!does!not!conduct!electricity!0!=!response!does!not!mention!that!rubber!does!not!conduct!electricity!9!=!blank/no!response!

What!is!the!effect!of!connecting!the!nail!to!the!circuit?!!Response!is!given!as!a!statement!that!indicates!that!the!nail!does!complete!the!circuit!and/or!the!bulb!will!light!!Acceptable!examples!include:!The!electricity!from!the!battery!will!go!through!the!nail!It!will!complete!the!circuit!The!light!bulb!would!light!up!!Unacceptable!examples!include:!It!might!light!up!It!will!give!it!magnetism!It!connected!It!works!!%Inquiry%Scoring%1!=!response!mentions!that!the!bulb!will!light!or!that!the!circuit!is!completed!

What!is!the!cause!of!this!effect!when!the!nail!is!connected?!!Response!is!given!as!a!statement!that!indicates!that!the!metal!nail!does!conduct!electricity!!!Acceptable!examples!include:!The!electricity!will!go!through!the!nail!because!it’s!metal!The!electricity!passed!through!the!nail!to!the!light!bulb!!Unacceptable!examples!include:!The!cause!is!electricity!It!will!cause!the!electricity!to!flow!!%%%%Inquiry%Scoring%1!=!response!mentions!that!the!metal!nail!conducts!electricity!!

11!0!=!response!does!not!mention!that!the!bulb!will!light!or!that!the!circuit!is!completed!9!=!blank/no!response!!!

!0!=!response!does!not!mention!that!the!metal!nail!conducts!electricity!9!=!blank/no!response!!!

!Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!in!at!least!3%cases!!!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!!0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!causes!and!effects!in!electrical!circuits!is!unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!!9!=!Blank!/!No!Response!

!Content%Scoring%!3!=!Evidence!of!full!understanding:!the!student!explains!both!that!the!rubber!is!not!a!conductor!and!thus!does!not!complete!the!circuit!and!that!a!metal!nail!is!a!conductor!and!thus!does!complete!the!circuit!!2!=!Evidence!of!emergent!understanding:!1)!the!student!explains!either!that!the!rubber!is!not!a!conductor!and!thus!does!not!complete!the!circuit!or!that!a!metal!nail!is!a!conductor!and!thus!does!complete!the!circuit!OR!2)!the!student!explains!both!causes!or!both!effects!adequately!!1!=!Evidence!of!significant!incorrect!content!knowledge:!the!student!clearly!demonstrates!a!misconception!about!conductors!and!circuits,!such!as!stating!that!the!rubber!band!will!complete!the!circuit/!cause!the!bulb!to!light!or!that!the!nail!will!not!complete!the!circuit/!not!cause!the!bulb!to!light!!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!science!content!related!to!complete!and!incomplete!electrical!circuits!!9!=!Blank!/!No!response!

!!

! 1!

LISELL%Academic%Language%Scoring%Rubric%(Blue%Version)%Scorers:%When!you!begin!scoring!the!sample,!you!will!want!to!highlight!or!underline!the!focus!words.!Your!next!step!is!highlighting!or!underlining!the!key!elements!of!the!prompt!that!each!student!addresses.!The!three!elements!of!the!blue!prompt!are:!1)!Describe!the!invention;!2)!Tell!what!it!does;!3)!Explain!how!it!will!make!people!happy.!Please!record!the!scores!on!the!Academic!Language!scoring!summary!form.!!

%Five%Focus%Words:%%%%%%%%%%%%%A.%similar%%%%%%%%%%B.%primary% %%C.%indicate% %%D.%variable% %%E.%component%

For scoring regarding each of the focus words (A-E), consider use of the focus word/ meaningfulness of the use of the focus word in the context of its sentence and surrounding sentences.

4= The focus word is used in the written text in a way that clearly indicates understanding of the meaning of the word, and the word is used correctly in terms of tense and grammar.

3= The focus word is used in the written text in a way that clearly indicates understanding of the meaning of the word, but there is still some misuse in terms of tense or grammar.

2= The focus word is used in the written text in a way that indicates some emergent understanding of the meaning of the word, but the word is not used in its correct tense or in a way that makes clear the student can use the word meaningfully and correctly in writing.

1= The focus word is written and used in a sentence. There is either no evidence that the student understands the focus word meaning or the focus word is used incorrectly.

0= The focus word is not used in the writing sample.

9= Blank/No Response

! 2!

Now!for!the!next!two!scores,!you!are!going!to!consider!the!text!as!a!whole.!%

F.%Coherence%of%Narrative/Prompt%is%Clearly%Addressed%in%All%Elements%(Describe%the%invention;%Tell%what%it%does;%Explain%how%it%will%make%people%happy.)%

%4=narrative!is!coherentKthere!is!a!flow!of!ideas!that!are!expressed!in!at!least!5!sentences!that!all!link!together!in!a!sensible!way;!all!elements!of!the!prompt!are!addressed!!!3=!narrative!is!generally!coherentKthere!is!a!flow!of!ideas;!most!sentences!link!together!in!a!sensible!way!and!several!aspects!of!the!prompt!are!addressed!!2=!narrative!is!not!really!coherent;!all!sentences!don’t!link!together!in!a!sensible!way!and!there!are!elements!of!the!prompt!not!addressed!!1=!narrative!is!not!at!all!coherent;!only!a!few!sentences!and!they!don’t!link!together!in!a!sensible!way!0=!unidentifiable,!and/or!irrelevant!content!9= Blank / No Response!

%

G.%Spelling%and%Grammar%

%4=!There!are!no!significant!spelling!or!grammar!errors!that!detract!from!clarity!of!narrative!!3=!only!demonstrates!a!few!spelling!or!grammar!errors!that!do!not!detract!significantly!from!clarity!of!narrative!or!from!proper!use!of!one!or!more!of!the!focus!words!!2=!there!is!a!presence!of!some!spelling!and!grammar!errors!that!detract!from!either!the!clarity!of!the!narrative!or!from!the!proper!use!of!one!of!the!focus!words!!1=!there!are!numerous!spelling!and!grammar!errors!that!detract!significantly!from!the!clarity!of!the!narrative!and!from!the!proper!use!of!the!focus!words! 0=significant amount of unidentifiable, and/or unclear spelling and grammar 9=Blank/No Response

!

LISELL Science Inquiry Assessment Test Booklet (pink) Examén (rosado)

1. Anita notices that the length of her shadow changes during different hours of the day. She sets up an experiment to study why this happens. In the table, list 3 variables in Anita’s experiment about the length of shadows. Remember that a variable is anything that changes during an experiment.

Anita nota que la longitúd de su sombra causada por su cuerpo en días soleados cambia durante diferentes horas del día. Ella decide diseñar un experimento para estudiar por qué cambia la longitúd de su sombra. En la tabla, menciona 3 variables que Anita debe considerar cuando diseñe su experimento para estudiar la longitúd de las sombras. Recuerda que una variable es cualquier cosa que cambia durante un experimento.

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2. Lifting weights makes people stronger. You wonder if different types of weight lifting exercises affect how strong a person gets. You decide to design an experiment to find out. Think about the experiment you would design and answer these questions in the table. a) What is the Independent Variable in your experiment about lifting weights? (The independent variable is the variable that you change or manipulate) b) What is the Dependent Variable in your experiment about lifting weights? (The dependent variable is the variable that changes in response to the independent variable) c) List 2 other Variables you will need to control in your experiment. d) Then, use scientific language to describe your experiment about lifting weights.

2. Levantar pesas hace a la gente más fuerte. Te preguntas cómo los diferentes ejercicios afectan la fortaleza de las personas. Decides diseñar un experimento para resolver tu duda. Piensa acerca del experimento que diseñarías y después, responde estas preguntas en la tabla.

a) ¿Cuál es la Variable Independiente en tu experimento de levantar pesas? (La variable independiente es la que tú manipulas o cambias)

b) ¿Cuál es la Variable Dependiente en el experimento de levantar pesas? (La

dependiente es la que cambia en cuando la variable independiente cambia) c) Menciona al menos 2 variables que tendrás que controlar en tu experimento.

d) Utiliza lenguaje científico para describer el experimento de levantar pesas.

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3. In the picture below there are 2 bottles that look like they are different sizes. You want to know which bottle can hold the most water. In the table, answer the following questions: a) What is your hypothesis about which bottle can hold the most water? (A hypothesis is your prediction of what should happen based on things you already know.) b) List 2 observations you could make to test your hypothesis about which bottle can hold the most water.

Bottle A Bottle B Tienes 2 botellas de diferentes formas como las botellas indicadas en el diagrama arriba. Quieres saber cuál de estas botellas contiene la mayor cantidad de agua. Responde las siguientes preguntas en la tabla siguiente: a) ¿Cuál es tu hipótesis acerca de cuál botella contendrá más agua?(Una hipótesis es tu predicción de lo que ocurrirá de acuerdo a la información que ya sabes) b) Menciona 2 observaciones al probar tu hipótesis acerca de cuál botella le cabe más agua.

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4. You notice that many people add salt to the pot when they boil water. You decide to set up an experiment to study what happens. You use a thermometer to measure the temperature of one pot of water with salt and another pot of water with no salt before you turn on the stove. You measure the temperatures in both pots again when the water starts to boil. a) What is your hypothesis about the possible effect of salt on boiling water? The data from your measurements are shown below. b) List 2 observations you can make based on the data from your experiment. c) Use scientific language to explain how you would use your observations as evidence to support or reject your hypothesis.

4. Notas que mucha gente le pone sal a la olla cuando empieza a hervir el agua. Decides diseñar un experimento para estudiar lo que pasa. Usas un termómetro para medir la temperatura de una olla con agua con sal y otra olla con agua sin sal antes de encender la estufa. Mides las temperaturas en ambas ollas de nuevo cuando el agua empieza a hervir. a) ¿Cuál es tu hipótesis acerca de los posibles efectos de la sal en el agua hirviendo? La información de tus mediciones se muestra arriba. b) Menciona 2 observaciones que puedes hacer de la información de tu experimento. c) Usa lenguaje científico para explicar como usarías tus observaciones como evidencia para sustentar o rechazar tu hipótesis.

Before boiling/Antes de hervir With salt/ Con sal 25o C Without salt/ Sin sal 25o C After boiling/Después de hervir With salt/ Con sal 105o C Without salt/ Sin sal 99o C

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5. A slingshot can be used to demonstrate the difference between potential energy (stored energy) and kinetic energy (energy in motion). In the table, complete the following if-then statements to explain the difference between these two types of energy. a) If you put a stone in the slingshot and pull back on the rubber band, then ….. (describe what will happen in terms of potential and kinetic energy) b) If you release the rubber band when it is pulled back, then …. (describe what will happen in terms of potential and kinetic energy)

5. Una resortera puede ser usada para demostrar la diferencia entre energía potencial (energía almacenada) y energía cinética (energía en movimiento). En la tabla, completa las siguientes oraciones condicionales (Si…entonces…) para explicar la diferencia entre estos dos tipos de energía. a) Si tu pones una piedra en la resortera y jalas la liga, entonces… (describe lo que pasará en términos de energía potencial y energía cinética) b) Si tu sueltas la liga cuando la estás jalando, entonces… (describe lo que pasará en términos de energía potencial y energía cinética)

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6. The food chain in the diagram below shows that in a pond ecosystem the small fish eat the algae and the large fish eat the small fish. This year, a disease killed most of the small fish. In the table, answer the following questions: a) What is the effect on the population of the large fish? b) What is the cause of this effect on the population of the large fish? c) What is the effect on the population of the algae? d) What is the cause of this effect on the population of the algae? e) Then, on the lines, use scientific language to explain the causes and effects of what will happen in the pond.

La cadena alimenticia en el diagrama arriba demuestra un estanque y su ecosistema. Los peces pequeños se comen la alga y los peces grandes se comen los peces pequeños. Este año, una enfermedad acabó con casi todos los peces pequeños. En la tabla abajo, identifica cual es la causa y cual es el efecto en esta situación. a) ¿Cuál es el efecto en la población de peces grandes? b) ¿Cuál es la causa de este efecto en la población de los peces grandes? c) ¿Cuál es el efecto en la población de algas? d) ¿Cuál es la causa de este efecto en la población de algas? e) Después, en las líneas, usando lenguaje científico describe las causas y los efectos de lo que pasará en el estanque.

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7. Think of a problem in your school or neighborhood that science could help you solve. On the answer sheet, write a letter to your principal or mayor explaining the problem and your idea for how to solve it. Use your knowledge of science as you describe the problem and solution. In your letter use each of the 5 academic vocabulary words listed below at least one time. Include context clues to help the reader understand what the academic language words mean.

strategy evaluate modify outcome supply 7. Piensa en algún problema en tu escuela o en tu vecindario en el que puedas utilizar la ciencia para resolverlo. En la hoja de respuesta, escribe una carta al director o alcalde explicándoles el problema y tu propuesta para resolverlo. Utiliza tu conocimiento de la ciencia para escribir el problema y la solución. En tu carta utiliza al menos una vez cada una de las 5 palabras de vocabulario académico indicados abajo. Incluye pistas contextuales que ayuden al lector a comprender qué significan estas palabras de vocabulario académico.

estrategia evaluar modificar resultado suministro

LISELL Science Inquiry Assessment Answer Booklet (pink) Libro de Respuestas (rosado)

1. Shadow Experiment Experimento de la sombra List 3 variables in Anita’s experiment about the length of shadows. Menciona 3 variables que Anita debe considerar en su experimento para estudiar la longitud de las sombras. a) b) c) Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

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2. Weight Lifting Experiment Experimento de levantar pesas a) What is the Independent Variable in your experiment about lifting weights? ¿Cuál es la variable independiente en el experimento de levantar pesas?

b) What is the Dependent Variable in your experiment about lifting weights? ¿Cuál es la variable dependiente en el experimento de levantar pesas?

c) Name 2 other Variables you will need to control in your experiment. Nombra otras 2 variables que necesites controlar en tu experiment.

d) Use scientific language to describe your experiment about lifting weights. Usa lenguaje científico para describir el experimento de levantar pesas: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

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3. Bottles of Water Experiment Experimento con botellas de agua

a) What is your hypothesis about which bottle can hold the most water? ¿Cuál es tu hipótesis acerca de cuál es la botella que le cabe más agua?

b) List 2 observations you could make to test your hypothesis about which bottle can hold the most water. Menciona 2 observaciones que harías para comprobar tu hipótesis acerca de cuál botella le cabe más agua:

Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

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4. Boiling Water Experiment Experimento de hervir agua a) What is your hypothesis about the possible effect of salt on boiling water? ¿Cuál es tu hipótesis acerca del efecto de poner sal en el agua hirviendo?

b) List 2 observations you can make based on the data from your experiment. Menciona 2 observaciones que puedes hacer basándose en la información de tu experimento

c) Use scientific language to explain how you would use your observations as evidence to support or reject your hypothesis. Usa lenguaje científico para describir como usarías tus observaciones como evidencia para apoyar o rechazar tu hipótesis: ________________________________________________________________________

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Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

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5. Slingshot Experiment Experimento con resortera

a) If you put a stone in the slingshot and pull back on the rubber band, then ….. Si tu pones una piedra en la resortera y jalas la liga, entonces…

b) If you release the rubber band when it is pulled back, then …. Si tu sueltas la liga cuando la estás jalando, entonces…

Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

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6. Pond Ecosystem Experiment Experimento en el ecosistema del estanque a) What is the effect on the population of the large fish? ¿Cuál es el efecto en la población de peces grandes?

b) What is the cause of this effect on the population of the large fish? ¿Cuál es la causa de este efecto en la población de peces grandes?

c) What is the effect on the population of the algae? ¿Cuál es el efecto en la población de algas?

d) What is the cause of this effect on the population of the algae? ¿Cuál es la causa de este efecto en la población de algas?

e) Use scientific language to explain the causes and effects of what will happen in the pond: Usa lenguaje científico para describir las causas y los efectos de lo que pasará en el estanque: ________________________________________________________________________

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Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

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7. Your letter about solving a problem in your school or neighborhood: Tu carta acerca de la solución al problema en tu escuela o vecindario:

strategy evaluate modify outcome supply

estrategia evaluar modificar resultado suministro

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Did you read this question in: Leíste lo anterior en:

English only Español solamente Both/Ambos

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LISELL%Science%Inquiry%Assessment%Scoring%Rubric%Pink%Version%(2.5)!

%1.%Shadow%Experiment%Inquiry!focus!is!on!listing!possible!relevant!variables!!Content!focus!is!on!how!shadows!change!at!different!times!of!day;!Earth/Sun!positioning!!Possible%variables%include:%academic%language%(everyday%language)%Time!of!day!(what!time!it!is)!Length!or!size!of!shadow!(how!big!the!shadow!is)!!!!!!!!!!!!!!!!!!!!!!!%Not%variables!Time!of!year!(what!season!it!is)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!conditions!necessary!for!experiment!Height!of!person!being!measured!(how!tall!the!person!is)!!!!!!!!!temperature!Same!person!for!all!measurements!(use!the!same!person)!!!!!!!!!!clouds!Location!on!Earth!or!latitude!(where!you!are)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!person!moving!Angle!or!height!of!Sun!(where!the!Sun!is!in!the!sky)!!!!!!!!!!!!!!!!!!!!!night!time!Position!where!the!person!stands!(where!you!stand)!!!!!!!!!!!!!!!!!!!weather!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!The!shadow!is!smaller!than!the!man!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!As!the!sun!sets!the!shadow!gets!bigger!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Descriptions/!observations!of!picture!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!that!don’t!demonstrate!understanding!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!of!what!a!variable!is!!Inquiry%Scoring%3!=!3!correct!variables!2!=!2!correct!variables!1!=!1!correct!variable!0!!=!0!correct!variables/!unclear!that!student!understands!what!a!variable!is!9!=!blank/!no!response!!!Language%Scoring%%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!in!at!least!2!cases!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!1!case!0!=!The!student’s!ability!to!explain!ideas!about!changing!shadows!meaningfully!is!unclear!or!not!evident!9!=!Blank!/!No!Response!!Content%Scoring%!3!=!Evidence!of!full!understanding:!e.g.,!mentions!that!the!change!in!length!of!shadow!depends!on!the!angle!or!height!of!the!sun!2!=!Evidence!of!emergent!understanding:!e.g.,!the!change!in!length!or!size!of!shadow!is!discussed!meaningfully!without!mentioning!angle!or!height!of!sun!1!=!Evidence!of!significant!incorrect!content!knowledge:!e.g.,!role!of!temperature!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!what!causes!the!length!of!shadows!to!change!9!=!Blank!/!No!response!

2!

2.!Weight%Lifting%Experiment%Inquiry!focus!is!on!identifying!independent,!dependent!and!control!variables!Content!focus!is!on!how!different!types!of!weight!training!exercises!affect!a!person’s!strength!!

Independent!Variable!!!

Dependent!variable!!

Variables!to!control!!

General!statement!about!the!type!of!exercise!the!people!do;!Or!more!specific!statements!!!Acceptable!answers:!Size!of!the!weights!(how!big!the!weights!are)!Type!of!weights!(what!kind)!Length!of!time!of!exercise!(How!long!you!exercise)!Any!statement!about!varying!the!nature!of!the!weight!training!being!done!!!Inquiry%Scoring:%%1!=!different!types!of!exercises!or!weights!are!mentioned!0!=!different!types!of!exercises!or!weights!are!not!mentioned!9!=!blank!/!no!response!

Some!measure!of!how!strong!people!get!as!a!result!of!the!weight!training!!!Acceptable!answers:!Increase!in!strength!(if!you!get!stronger)!Increase!in!amount!of!weight!lifted!(how!much!you!can!lift)!Increase!in!muscle!(muscles!getting!bigger)!!!Inquiry%Scoring:%%1!=!some!change!in!strength!or!muscles!is!mentioned!0!=!some!change!in!strength!or!muscles!is!not!mentioned!9!=!blank!/!no!response!

variables!that!should!be!kept!the!same!(controlled)!!acceptable!answers!Starting!strength!of!participants!(how!strong!at!beginning)!Frequency!of!exercise!(how!often!you!exercise)!Age!of!participants!(how!old!you!are)!Gender!of!participants!(boy!or!girl)!Time!of!day!exercise!is!done!(when!you!exercise)!Hydration!!(if!you!drink!water)!Other!reasonable!answers!if!NOT!used!as!the!independent!variable,!could!also!use:!Size!of!weights!(how!big!the!weights!are)!Type!of!exercise!(what!exercise!you!do)!Number!of!reps!!unacceptable!answers!whatever!is!used!as!independent!or!dependent!variable!!Inquiry%Scoring%:%2!=!2!correct!variables!1!=!1!correct!variable!0!=!0!correct!variables!9!=!blank!/!no!response!

%Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!meaningfully,!both!in!the!table!and!in!the!narrative!(in!at!least!2!cases)!1!=!The!student!uses!appropriate!everyday!language!meaningfully!in!at!least!1!case!0!=!The!student’s!ability!to!explain!ideas!about!the!effects!of!weightlifting!meaningfully!is!unclear!or!not!evident!9!=!Blank!/!No!Response!

!Content%Scoring%3!=!Evidence!of!full!understanding:!focus!of!response!is!on!the!effects!of!weight!training!on!a!person’s!strength;!at!least!two!factors!that!affect!strength!and!that!are!not!discussed!in!the!question!(type!of!exercise)!are!mentioned!2!=!Evidence!of!emergent!understanding:!focus!of!response!is!on!the!effects!of!weight!training!on!a!person’s!strength;!at!least!one!factor!that!affects!strength!and!that!is!not!discussed!in!the!question!is!mentioned!1!=!Evidence!of!significant!incorrect!content!knowledge:!includes!clearly!incorrect!statements!about!the!effects!of!lifting!weights!on!strength!(e.g.,!weight!training!will!not!make!a!person!stronger)!

3!

0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effects!of!weight!training!on!a!person’s!strength!9!=!Blank!/!No!response!

4!

3.%Filling%Bottles%Experiment%Inquiry!focus!is!on!coordinating!hypothesis!and!observations!

Content!focus!is!on!volume!and!how!to!compare!volumes!of!irregularly!shaped!containers!

!

What!is!your!hypothesis%about!which!bottle!can!hold!the!most!water?!

!

List!2%observations%you!could!make!to!test!your!hypothesis!about!which!bottle!can!hold!the!most!

water.!

The!response!is!stated!as!a!hypothesis!(not!a!

question)!and!addresses!which!bottle!will!hold!the!

most!water.!

!Acceptable!examples!include:!

Bottle!A!will!hold!more!water!(than!bottle!B).!The!tall!skinny!one!will!hold!more(than!the!wide!one)!I!think!they!will!both!hold!the!same!amount!I!think!bottle!B!would!hold!more!water!because!its!bigger!(because!it!is!wider!than!the!other!one)!(clear!comparisons!count!as!academic!language)!!Unacceptable!examples!include:!

To!see!which!bottle!holds!more!water!(which!one!holds!the!largest!amount)!Which!bottle!can!hold!the!most!water?(the!largest!amount?)!(restatement!of!question)!I!will!fill!up!both!bottles!to!see!which!one!holds!more(holds!the!largest!amount!of!water)!(procedure)!Bottle!B!(no!single!words)!!Inquiry%Scoring%1!=!includes!a!hypothesis!that!addresses!which!

bottle!will!hold!the!most!water!

0!=!does!not!include!a!hypothesis!that!addresses!

which!bottle!will!hold!the!most!water!

9!=!blank/no!response!

The!response!is!stated!as!observations!that!would!

help!determine!which!bottle!will!hold!the!most!

water.!

!Acceptable!examples!include:!

Measure!the!water!before!I!pour!it!in!the!bottles!Use!a!measuring!cup/!graduated!cylinder!to!see!how!much!water!each!bottle!holds.!Fill!one!bottle!all!the!way!and!then!pour!this!into!the!other!bottle!Time!how!long!it!takes!to!fill!each!bottle!Weigh!the!bottles!when!empty!and!full!!Unacceptable!examples!include:!

See!which!bottle!holds!the!most!Measure!the!water/!use!a!measuring!cup!(not!enough!information)!Fill!both!bottles!with!water!See!if!my!hypothesis!is!right!or!wrong!!Inquiry%Scoring%2!=!includes!2!observations!that!would!help!determine!which!bottle!will!hold!the!most!water!

1!=!includes!1!observation!that!would!help!determine!which!bottle!will!hold!the!most!water!

0!=!does!not!include!any!observation!that!would!

help!determine!which!bottle!will!hold!the!most!

water.!

9!=!blank/no!response!

%Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!

clear!comparisons)!in!at!least!3%cases!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!0!=!The!student’s!ability!to!explain!ideas!about!comparing!volumes!with!bottles!meaningfully!is!unclear!

or!not!evident!

9!=!Blank!/!No!Response!

!

Content%Scoring%3!=!Evidence!of!full!understanding:!fully!explains!how!to!compare!the!volumes!of!irregular!containers!

by!pouring!water!between!the!containers!or!by!using!a!graduated!tool!or!by!weight!or!time!

2!=!Evidence!of!emergent!understanding:!e.g.,!mentions!relationship!between!pouring!water!between!

containers!and!the!volumes!or!using!weight!or!time!but!with!incomplete!explanation!

1!=!Evidence!of!significant!incorrect!content!knowledge:!does!not!connect!amount!of!water!with!

volume!of!container!or!fails!to!express!3Ydimensional!understanding!of!volume:!e.g.,!the!taller!container!

will!hold!the!most!water!because!it!is!tallest!

5!

0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!concept!of!volume!or!how!to!compare!the!volumes!of!irregularly!shaped!containers!9!=!Blank!/!No!response!

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4%Pink.%Salt%in%Boiling%Water%Experiment%Inquiry!focus!is!on!coordinating!hypothesis,!observation!and!evidence!Content!focus!is!on!how!salt!affects!the!boiling!point!of!water!(the!point!at!which!water!begins!to!boil)!!

What!is!your!hypothesis?!!

What!observations!could!you!make?!

What!evidence!relates!to!your!hypothesis?!

The!response!is!stated!as!a!hypothesis!(not!a!question)!and!addresses!the!possible!effect!of!salt!on!boiling!water!!Acceptable!examples!include:!I!think!it!makes!the!water!boil!faster/slower!The!water!gets!hotter!and!boils!quicker/slower!Adding!salt!increases![or!decreases!or!has!no!effect!on]!the!boiling!point!of!water!!Unacceptable!examples!include:!It!could!boil!more!than!the!other!pot!(unclear)!The!temperature!increases!(not!enough!information)!Any!oneWword!answer!!Inquiry%Scoring%1!=!includes!a!reasonable!hypothesis!that!addresses!the!possible!effect!of!salt!on!boiling!water!0!=!answer!does!not!include!a!reasonable!hypothesis!that!addresses!the!possible!effect!of!salt!on!boiling!water!9!=!no!response/blank!!

The!response!is!stated!as!observations!based!on!the!data!that!are!presented!in!the!diagram!!!Acceptable!examples!include:!Salt!makes!the!water!hotter!The!pot!without!salt!doesn’t!get!as!hot!as!the!pot!with!salt!At!the!beginning!the!temperatures!of!both!the!pots!were!25!degrees!Temperatures!increased!in!each!pot!Temperature!increased!more!in!the!pot!with!salt!than!in!the!pot!with!no!salt!!!Unacceptable!examples!include:!Measure!the!temperature!of!the!water!in!the!pots!that!water!boils!faster!with!salt!You!can!see!which!one!took!longer!to!cool!down!(there!is!no!measure!of!time!in!the!data)!!Inquiry%Scoring%2!=!includes!2!observations!based!on!the!data!that!are!presented!in!the!diagram!1!=!includes!1!observation!based!on!the!data!that!are!presented!in!the!diagram!0!=!does!not!include!any!observation!based!on!the!data!that!are!presented!in!the!diagram!9!=!blank/no!response!!

The!response!uses!the!observations!that!were!stated!as!evidence!to!either!support!or!reject!the!hypothesis!that!was!given!(must!connect!the!data!to!the!hypothesis)!!Acceptable!examples!include:!The!pot!with!salt!boiled!at!a!higher!temperature!so!salt!increases!the!boiling!point!of!water!(the!pot!with!salt!got!hotter!so!salt!makes!water!boil!hotter)!!Unacceptable!examples!include:!The!salty!water!got!hotter!!The!water!with!no!salt!was!not!as!hot!the!temperature!in!the!pot!with!salt!increased!80!degrees!(any!statement!of!an!observation!without!connection!to!hypothesis)!(any!discussion!of!procedures!for!experiment)!!Inquiry%Scoring%1!=!mentions!one!or!more!observations!that!were!stated!and!clearly!links!that!observation!as!evidence!that!supports!or!rejects!the!hypothesis!!0!=!does!not!mention!observations!or!does!not!clearly!link!observations!as!evidence!that!supports!or!rejects!the!hypothesis!!9!=!blank/no!response!!!

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%Language%Scoring%2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!clear!comparisons)!in!at!least!3!cases!!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2%cases!!

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0!=!The!student’s!ability!to!explain!ideas!about!salt!affecting!the!boiling!point!of!water!meaningfully!is!unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!9!=!Blank!/!No!Response!

%%

Content%Scoring%3!=!Evidence!of!full!understanding:!describes!a!clear!relationship!between!salt!concentration!and!boiling!point!(the!saltier!the!water,!the!higher!the!temperature!of!the!boiling!point)!2!=!Evidence!of!emergent!understanding:!correctly!observes!the!effect!of!salt!on!the!temperature!(i.e.,!with!salt,!the!water!got!hotter!but!without!describing!the!role!of!salt!concentration)!1!=!Evidence!of!significant!incorrect!content!knowledge:!i.e.,!explicitly!states!that!salt!makes!the!water!boil!faster!(really!it!makes!the!water!boil!at!a!higher!temperature!which!will!take!longer!to!reach);!or!that!adding!salt!does!not!change!the!temperature!of!the!boiling!point!(e.g.,!that!the!salt!only!does!something!else!such!as!change!the!taste)!or!!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effect!that!salt!has!on!the!boiling!point!of!water!9!=!Blank!/!No!response!

!

8!

5.%Slingshot%Experiment%Inquiry!focus!is!on!cause!and!effect!relationships!using!“if/then”!statements! !Content!focus!is!on!the!relationship!between!potential!and!kinetic!mechanical!energy!!!If!you!put!a!stone!in!the!slingshot!and!pull!back!on!the!rubber!band,!then…!!

If!you!release!the!rubber!band!when!it!is!pulled!back,!then….!!

Response is stated as a statement of what will happen when the rubber band is pulled back. !Acceptable examples include: When!you!pull!on!the!rubber!band!it!gives!you!potential!energy!It!would!be!potential!energy!because!energy!would!be!stored!The!potential!energy!is!higher!or!lower!depending!on!how!far!you!pull!back!The!energy!would!be!stored!until!it!is!released!!Unacceptable examples include: There!will!be!more!kinetic!energy!It!will!be!ready!to!shoot!It!will!not!go!far!because!it!is!heavy!The!potential!energy!will!make!the!stone!shoot!very!far!because!of!the!potential!energy!in!the!bands!!!Inquiry%Scoring%1!=!response!mentions!adding!energy!to!the!system!when!the!rubber!band!is!pulled!back!!0!=!response!does!not!mention!energy!being!added!to!the!system!when!the!rubber!band!is!pulled!back!!9=!blank/no!response!!!

Response is stated as a statement of what will happen when the rubber band is released. !Acceptable examples include: When!you!release!the!rubber!band!you!get!kinetic!energy!Energy!would!be!in!motion!which!is!called!kinetic!energy!The!energy!that!was!stored!will!be!released!and!will!be!in!motion!The!kinetic!energy!will!kick!in!as!the!stone!moves!!!Unacceptable examples include: There!is!no!potential!energy!in!the!rock!The!rock!will!fly!through!the!air!It!will!hit!something!Nothing!will!happen!!Inquiry%Scoring%1!=!response!mentions!energy!being!transferred!to!the!stone!when!the!rubber!band!is!released!!0!=!response!does!not!mention!energy!being!transferred!to!the!stone!when!the!rubber!band!is!released!!9!=!blank/no!response!!!

%Language%Scoring%%2 = The student uses appropriate academic language of science teaching (see above examples) in at least 3 cases 1 = The student uses appropriate academic or everyday language in at least 2 cases 0 = The student’s ability to meaningfully explain ideas about the effect of pulling back the rubber band in a slingshot is unclear or not evident; or the student copies directly from the question 9 = Blank / No Response !Content%Scoring%!

9!

3!=!Evidence!of!full!understanding:!expresses!both!a!clear!understanding!of!potential!energy!being!stored!in!the!rubber!band!when!pulled!back,!and!a!clear!understanding!of!that!energy!being!transferred!to!the!rock!as!kinetic!energy!when!the!rubber!band!is!released!2!=!Evidence!of!emergent!understanding:!expresses!either!a!clear!understanding!of!potential!energy!being!stored!in!the!rubber!band!when!pulled!back!or!a!clear!understanding!of!the!rock!gaining!kinetic!energy!when!the!rubber!band!is!released,!but!not!both!1!=!Evidence!of!significant!incorrect!content!knowledge:!e.g.,!claims!that!there!is!no!energy!transfer,!reverses!kinetic!and!potential!energy,!or!expresses!another!clear!misconception!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!relationship!between!potential!and!kinetic!mechanical!energy!9!=!Blank!/!No!response!!

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Pink%6.%Food%Chain%Experiment%Inquiry!focus!is!on!cause!and!effect!relationships!Content!focus!is!on!species!interdependence!in!food!webs!!

What!is!the!effect!(of!the!small!fish!dying)!on!the!population!of!the!large!fish?!!Response!is!given!as!a!statement!indicating!that!the!population!of!large!fish!will!decrease.!!Acceptable!examples!include:!It!would!lower!because!of!food!It!will!decrease!(They!will!go!down)!Less!population!of!fish!!Unacceptable!examples!include:!They!will!get!the!disease!The!large!fish!will!stay!the!same!%Inquiry%Scoring%1!=!response!mentions!that!population!of!large!fish!will!decrease!!0!=!response!does!not!mention!that!population!of!large!fish!will!decrease!!9!=!blank/no!response!!!

!What!is!the!cause!of!this!effect!on!the!population!of!the!large!fish?!!Response!is!given!as!a!statement!indicating!that!the!food!source!for!the!large!fish!(the!small!fish)!has!decreased.!!Acceptable!examples!include:!The!small!fish!dying!Because!the!population!of!little!fish!went!down!!Unacceptable!examples!include:!Algae!in!the!water!is!making!the!fish!die!The!small!fish!It!will!decrease!‘cause!of!the!disease!!Inquiry%Scoring%1!=!response!mentions!that!food!source!for!large!fish!(the!small!fish)!has!decreased!0!=!response!does!not!mention!that!food!source!for!large!fish!(the!small!fish)!has!decreased!9!=!blank/no!response!

What!is!the!effect!(of!the!small!fish!dying)!on!the!population!of!the!algae?!!Response!is!given!as!a!statement!indicating!that!the!population!of!algae!will!increase.!!Acceptable!examples!include:!It!will!increase!(It!gets!larger)!More!algae!%Unacceptable!examples!include:!It!caries!the!disease!that!the!small!fish!are!getting!Small!fish!Small!fish!eats!algae!It!will!stay!the!same!!Inquiry%Scoring%1!=!response!mentions!that!the!algae!population!will!increase!0!=!response!does!not!mention!that!the!algae!population!will!increase!9!=!blank/no!response!!!

!What!is!the!cause!of!this!effect!on!the!population!of!the!algae?!!Response!is!given!as!a!statement!indicating!that!the!population!of!the!consumers!of!the!algae!(the!small!fish)!have!decreased!!Acceptable!examples!include:!The!small!fish!not!eating!it!It!will!get!bigger!b/c!nothing!is!eating!it!%Unacceptable!examples!include:!It!makes!the!little!fish!sick!and!they!die!Less!fish,!more!algae!Disease!The!algae!will!decrease!!Inquiry%Scoring%1!=!response!mentions!that!the!consumers!of!the!algae!(the!small!fish)!have!decreased!0!=!response!does!not!mention!hat!the!consumers!of!the!algae!(the!small!fish)!have!decreased!9!=!blank/no!response!

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11!

Language%Scoring%!2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!in!at!least!3%cases!!!1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!!0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!causes!and!effects!in!the!pond!food!web!is!unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!!9!=!Blank!/!No!Response!

!%Content%Scoring%!3!=!Evidence!of!full!understanding:!the!student!explains!both!that!the!large!fish!population!will!decrease!because!there!are!less!small!fish!to!be!eaten!and!that!the!population!of!algae!will!increase!because!there!are!less!small!fish!to!eat!them.!!2!=!Evidence!of!emergent!understanding:!1)!the!student!explains!either!that!the!large!fish!population!will!decrease!because!there!are!less!small!fish!to!be!eaten!or!that!the!population!of!algae!will!increase!because!there!are!less!small!fish!to!eat!them!OR!2)!the!student!explains!both!causes!or!both!effects!adequately!!1!=!Evidence!of!significant!incorrect!content!knowledge:!the!student!clearly!demonstrates!a!misconception!about!species!interdependence!in!food!webs!such!as!stating!that!the!big!fish!population!will!increase!or!that!the!algae!population!will!decrease,!or!that!the!disease!would!spread!across!the!different!species!!0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!science!content!related!to!species!interdependence!in!food!webs!!9!=!Blank!/!No!response!

!

! 1!

LISELL%Academic%Language%Scoring%Rubric%(Pink%Version)%%

Scorers:%When!you!begin!scoring!the!sample,!you!will!want!to!highlight!or!underline!the!focus!words.!Your!next!step!is!highlighting!or!underlining!the!key!elements!of!the!prompt!that!each!student!addresses.!The!three!elements!of!the!pink!prompt!are:!1)!Address!the!principal!or!the!mayor!in!a!letter;!2)!Identify!a!problem;!3)!Explain!your!idea!for!how!to!solve!it.!Please!record!the!scores!on!the!Academic!Language!scoring!summary!form.!!

%Five%Focus%Words:%%%%

A.%strategy% B.%evaluate% C.%modify% D.%outcome% E.%supply%

For scoring regarding each of the focus words (A-E), consider use of the focus word/ meaningfulness of the use of the focus word in the context of its sentence and surrounding sentences.

4= The focus word is used in the written text in a way that clearly indicates understanding of the meaning of the word, and the word is used correctly in terms of tense and grammar.

3= The focus word is used in the written text in a way that clearly indicates understanding of the meaning of the word, but there is still some misuse in terms of tense or grammar.

2= The focus word is used in the written text in a way that indicates some emergent understanding of the meaning of the word, but the word is not used in its correct tense or in a way that makes clear the student can use the word meaningfully and correctly in writing.

1= The focus word is written and used in a sentence. There is either no evidence that the student understands the focus word meaning or the focus word is used incorrectly.

0= The focus word is not used in the writing sample.

9= Blank/No Response

! 2!

Now!for!the!next!two!scores,!you!are!going!to!consider!the!text!as!a!whole.!%

F.%Coherence%of%Narrative/Prompt%is%Clearly%Addressed%in%All%Elements%(Address%the%principal%or%the%mayor%in%a%letter;%identify%a%problem;%explain%your%idea%about%how%to%solve%it)%

%4=narrative!is!coherentKthere!is!a!flow!of!ideas!that!are!expressed!in!at!least!5!sentences!that!all!link!together!in!a!sensible!way;!all!elements!of!the!prompt!are!addressed!!!3=!narrative!is!generally!coherentKthere!is!a!flow!of!ideas;!most!sentences!link!together!in!a!sensible!way!and!several!aspects!of!the!prompt!are!addressed!!2=!narrative!is!not!really!coherent;!all!sentences!don’t!link!together!in!a!sensible!way!and!there!are!elements!of!the!prompt!not!addressed!!1=!narrative!is!not!at!all!coherent;!only!a!few!sentences!and!they!don’t!link!together!in!a!sensible!way!0=!unidentifiable,!and/or!irrelevant!content!9= Blank / No Response!

%

G.%Spelling%and%Grammar%

%4=!There!are!no!significant!spelling!or!grammar!errors!that!detract!from!clarity!of!narrative!!3=!only!demonstrates!a!few!spelling!or!grammar!errors!that!do!not!detract!significantly!from!clarity!of!narrative!or!from!proper!use!of!one!or!more!of!the!focus!words!!2=!there!is!a!presence!of!some!spelling!and!grammar!errors!that!detract!from!either!the!clarity!of!the!narrative!or!from!the!proper!use!of!one!of!the!focus!words!!1=!there!are!numerous!spelling!and!grammar!errors!that!detract!significantly!from!the!clarity!of!the!narrative!and!from!the!proper!use!of!the!focus!words! 0=significant amount of unidentifiable, and/or unclear spelling and grammar 9=Blank/No Response !