curriculum assessment remediation enrichment grade level · pdf filecurriculum assessment...
TRANSCRIPT
1
CARE
Curriculum Assessment Remediation Enrichment Grade LEVEL 8
Science CARE Assessment #1
CURRICULUM Body of Knowledge Physical Science
Big Idea The Practice of Science Benchmark(s) SC.8.N.1.1 Define a problem from the eighth grade curriculum using
appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.8.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
Lesson 1: Mystery Cube (SC.8.N.1.1 & SC.8.N.1.4) Materials: 1 Mystery Cube per team of 3-4 1 MysteryCube Worksheet pdf. per student Instruction: This is an introduction to the basic aspects of scientific inquiry, where students are engaged in making observations, asking questions, sharing information, proposing explanations and defending their reasoning. These will be done based on pattern of numbers on a cube. You will have to print the cube templates (Master 1.1) and put together the cubes in advance. Guide the lesson discussion to focus on the guiding questions (These questions are to be answered in their science journal.) 1. Divide class into teams of 3-4 students and ask the students:
• What is science? • How do scientists go about their work? • How do they investigate things?
2. Announce that teams will conduct their own investigation about the cube. Place the cube on the center of the teams table so that the side displaying the number 2 is on the bottom (consider gluing cube to piece of cardboard so that the bottom cannot be seen). Students are to complete # 1 -2 on MysteryCube Worksheet pdf. Ask the teams:
2
• What questions do you have about the cube? • What can you infer is at the bottom or inside the cube?
3. Explain that they must develop an evidence-based explanation of what is on the bottom of the cube. Aske the teams: • What do we mean by evidence? • What are some hypothesis that can be created based on your questions and observations? • How do you think an explanation based on evidence is different from other explanations?
4. Instruct teams to share their observations about the cube with the team to their left. 5. Have several teams share their answers with the class. Ask them to explain their reasoning. 6. Compare the student investigations with scientific investigations. Explain that scientific
investigation use different approaches. 7. Collect cubes without letting the students see the bottom of the cube.
Student’s Instruction:
1. You may not touch or lift up the cube on your table 2. Using the cube on your table you will perform an investigation of your own. 3. Make observations with your eyes. 4. Use the Mystery cube worksheet to document your work. 5. Answer the guiding questions in your science journal.
Teacher’s Note: This lesson, Doing Science: The Process of Scientific Inquiry, is part of a series of lessons from the NIH Curriculum Supplement Series. Its purpose is to help students understand the basic aspects of scientific inquiry, the purpose of scientific research and to provide opportunities to practice and redefine critical thinking skills. The complete NIH Supplement can be found at: https://science.education.nih.gov/customers/MSInquiry.html https://science.education.nih.gov/Supplements/NIH6/Inquiry/guide/nih_doing-science.pdf The URL for the student website: https://science.education.nih.gov/supplements/nih6/Inquiry/activities/activities_toc.html
MysteryCube Worksheet pdf. can be found at the end of this document
ESE/ELL: Clear Directions, Heterogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests), Similarities & Differences, Wait Time. Lesson 2: Let’s Collect Data (SC.8.N.1.1) Objective: Student will develop methods to record information about materials they cannot directly see and apply appropriate labels to their measurements and identify the appropriate measurement tool to use to take the measurement.
3
Materials needed: Ideas for containers:
• Shoe box • Film containers • Plastic (opaque) containers • Dark plastic bags
Instruments for measurement:
• Balance • Ruler • Tub of water • Thermometer
Ideas for contents:
• Coins • Gum • Chewed Gum • Soap • Water • Sand • Seeds • Ice • Heat pad/ ice packs
Teacher Notes: 1. Determine how many containers each group should examine. A set of containers can be given to each group or a class set of containers can be created for all groups to share. 2. Materials should be placed into containers that are sealed to prevent peaking. 3. Each container should be labeled to make them easy to differentiate. 4. Before you start ask each group to answer the following question in 3 minutes on chart paper and have them share it with the class: Before scientists had the technology to look at the tiny things that make up our world, how do you think they were able to run experiments and collect data? 5. Explain that as a class students will act as these early ‘blind’ scientists did. Each team will be given materials they cannot see from which they will need to collect data on. 6. Discuss what kind of information would probably need to collect. As a group create a data table. 7. Have groups share their data collection and discuss the similarities and differences. Students Instruction:
1. No opening of containers 2. Create your own group data table 3. Collect as much data as you can about these objects in 20-30 minutes 4. Share your data collection with the class
Make it a Competition: The group with the most data collected, and/or the most creative type of accurate data collected will win a reward. Accommodations:
4
• Provide the outline of a data table (Let’s Collect Data pdf. – 1st page) • Provide the outline of a data table with word bank to use to fill in table (Let’s Collect Data pdf.
– 2nd page)
Let’s Collect Data pdf. can be found at the end of this document
ESE/ELL: Clear Directions, Heterogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests), Similarities & Differences.
ASSESSMENT
Mini-Assessment #1 can be found at the end of this document
Formative Assessment #1 can also be found on BEEP
Make certain your ELL students have access to a heritage dictionary
REMEDIATION / RETEACH REMEDIATE Lesson 1: Drop the ball! (SC.8.N.1.1) Materials needed: Different types of balls 1 Meter stick per team 1 Inquiry Task Handout pdf per student Student Instruction: Choose a specific ball and design an experiment to see how high your ball would bounce if you dropped it from the floor. Write three reasons, supported by your evidence (data), why it is important to perform an experiment multiple times (use the inquiry task handout pdf). Teacher Notes: Allow students to brainstorm and decide the procedures for their experiment along with the variables. Stress the need for their results (evidence) to support their reasons.
Inquiry Task Handout pdf. can be found at the end of this document
ESE/ELL: Clear Directions, Heterogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests), Similarities & Differences. Lesson 2: Bouncing it! In this investigation, students will realize that different sports use balls with different amounts of rebound. Understanding this idea, the students will determine if the number of balloons in a balloon ball affect the rebound height.
5
Materials:
• Meter stick • 10-12 round balloons per group • Scissors • Websites for background information on bouncing balls and different sport balls as needed • Computer/projector to show the websites
Teacher Instructions: 1. Divide the students into groups of three. 2. The job assignments: release person, distance observer and the recorder. All students should
assist in the creation of the balloon ball. 3. The students should decide how many balloons to use in their balloon ball. However, they will
need to test at least three different balls. For example, students might want to make a ball with 3 balloons and then perform the test. Next they could add balloons to the ball to make a ball with 7 balloons and then perform the test. Finally, they could add balloons to make a 10-balloon ball and then perform the test. It may be helpful to show students our video demonstration of the procedure. During the tests, the students should record their data in a data table. (Number of balloons in the ball and the height of the first rebound.) Remind students to conduct each test at least three times. Once all data have been collected, graph the results of the three trials. Find the average and the mode for each trial. Make a bar graph using the data.
Monitor the students' work and adherence to the safety procedures. Check to see that all of the students are following the procedures, making accurate observations, and recording the data accurately using the metric system. Video: How to Make a Balloon Ball - https://youtu.be/WPfsKa0ijI4 Student Challenge: As a group you will have 10-12 balloons (based upon teacher choice) to make a balloon ball. You are designing a ball for a sport that needs the greatest possible rebound when dropped from a height of 1.0 meter. Student Instructions: To make the balloon ball:
1. Blow up a round balloon and tie it off so that it is slightly smaller than a fist. 2. Using a second balloon, cut it with scissors at the neck. 3. Open the balloon and place the blown up balloon inside. 4. Rotate the direction of the balloon ball and place another cut balloon around the balloon ball. 5. Repeat steps until the balloon ball has the desired number of balloons.
ESE/ELL: Clear Directions, Heterogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests), Art Integration, Think/Pair/Share. RETEACH Lesson: Concept Map It! (SC.8.N.1.1) Materials per team: Different colored paper (5 minimum)
6
2-3 pair of scissors 1 Chart paper Colored markers Computer with access to Internet (optional) Teaching Notes: Both videos in this lesson are from Brain Pop (Login: Palmbeach & Password: Palmbeach). Video - Concept Mapping: https://www.brainpop.com/english/writing/conceptmapping/ Video – Scientific Method: https://www.brainpop.com/science/scientificinquiry/scientificmethod/ Students Instruction:
1. First watch the “Concept Mapping” video on Brain Pop. 2. Next use the colored paper to make different shapes (circle, square, triangle, etc.) to be used in
your concept map. 3. Now watch the Scientific Method video. 4. Your focus question is: What is the Scientific Method? Based on the Scientific Method video,
create a concept map of the steps of practicing science. Use the chart paper and your cut shapes along with the markers and tape for the creation of “scientific methods concept map”
5. Once done with the concept map complete the “order of events” & “flow chart” activities (https://www.brainpop.com/science/scientificinquiry/scientificmethod/activity/) as a group.
6. Have one student per group share their concept map with the class. ESE/ELL: Clear Directions, Heterogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests), Similarities & Differences.
ENRICHMENT Lesson: Backward Thinking (SC.8.N.1.1) Materials: Computer with Internet access 3.2.1. Working Backward pdf. Teaching Notes: 1. Have the students watch the Ted Ed video: Working backward to solve problems - Maurice
Ashley (http://ed.ted.com/lessons/working-backward-to-solve-problems-maurice-ashley) or https://youtu.be/v34NqCbAA1c
2. Have each student complete a 3.2.1. Activity on the video (3.2.1. Working Backward pdf.) 3. In team of 3-4, students are to choose a real-world problem and design an experimental /
investigative steps to a possible solution.
3.2.1. Working Backward pdf. can be found at the end of this document
ESE/ELL: Clear Directions, Heterogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests), Art Integration, Think/Pair/Share.
Student Name: ______________________________ Period: ____ Date: ___________
MYSTERY CUBE
DIRECTIONS:
NEVER TOUCH THE CUBE OR LIFT IT UP!
PART 1: Investigate the Cube! 1. With a partner, use your senses to make a list of at least five observations about the cube.
1.
2.
3.
4.
5.
2. Make a list of three questions you have about the cube.
1.
2.
3.
3. Using your observations (Evidence), make an inference about everything you think is on the
bottom of the cube. Your inference should include color, numbers, and letters.
MY INFERENCES EVIDENCE #1 EVIDENCE #2
COLOR
LOWER LEFT
NUMBER
UPPER RIGHT
NUMBER
LETTERS
4. Write one hypothesis about this cube and your investigation (If….then….because…):
If ____________________________________________________________________________
5. Using colored pencils, make a picture in the square on the right
of what you infer the bottom of the cube looks like.
6. How is this activity like science? Give three examples.
1.
2.
3.
Student Name: ____________________________________ Period: ____ Date: _________________
Let’s Collect Data!
Discussion Question: Before scientists had the technology to look at the tiny things that make up our world, how do you
think they were able to run experiments and collect data?
Student Name: ____________________________________ Period: ____ Date: _________________
Let’s Collect Data! Discussion Question: Before scientists had the technology to look at the tiny things that make up our world, how do you
think they were able to run experiments and collect data?
Word Bank Volume Container Water Bath Float Temperature State of Matter Measurement type
Grams Milliliter Mass Centimeter Length Width Surface area cm3 Units
Triple beam balance Ruler Thermometer pH Number Instrument used cm2
Density Height Graduated cylinder Area Celsius Measurement taken
School Board of Broward County (revised 8/27/2015) Page 1 of 5
8th Grade Science Mini-Assessment #1
Multiple Choice Directions: Identify the choice that best completes the statement or answers the question. SC.8.N.1.1 1. Mrs. Jackson’s class conducted the experiment shown in the table below. The class concluded that the height at which the ball is dropped is directly related to its bounce height.
Which statement best defends the class’s conclusion? A. The results support their hypothesis since as the drop height decreased, the bounce height
increased. The data show that from the 5 cm height the ball bounced an average of 3 cm, and from 25 cm height the ball bounced an average of 15.7 cm.
B. The results support their hypothesis since as the drop height increased, the bounce height also increased. The data show that from the 5 cm height the ball bounced an average of 3 cm, and from 25 cm height the ball bounced an average of 15.7 cm.
C. The results failed to support their hypothesis, since as the drop height increased, the bounce height decreased. The data show that at a drop height of 20 cm there was an increase in the bounce heights between trial 2 and trial 3.
D. The results failed to support their hypothesis, since as the drop height decreased, the bounce height decreased. The data show that at a drop height of 5 cm the bounce height decreased from 4 cm to 2 cm.
SC.8.N.1.1 2. Using the data table from question 1, predict the average bounce height if the ball was dropped from a height of 30 cm. A. 9.9 cm B. 14.2 cm C. 18.3 cm D. 35.7 cm
School Board of Broward County (revised 8/27/2015) Page 2 of 5
SC.8.N.1.1 3. Some students were studying the life cycle of mosquitoes. They learned that mosquito larvae and pupae spend part of their time at the surface of water. The students wanted to find out how a larva and pupa behaved when the jars they were in were disturbed. They put one larva and one pupa in identical tall jars of water at 20°C as shown below.
The students tapped on the jars when the larva and pupa were at the surface of the water. The larva and pupa dove down into the jars, and then slowly came to the surface. The students measured the depth each larva and pupa reached and the amount of time each stayed underwater. The students repeated this step five times and calculated the average of each of their measurements. Their results are summarized in the table below.
Which conclusion statement is supported by these data? A. The larva dives deeper than the pupa. B. The pupa dives deeper than the larva. C. The larva stays underwater longer than the pupa. D. The length of the pupa affects the depth of its dive.
School Board of Broward County (revised 8/27/2015) Page 3 of 5
SC.8.N.1.1 4. Sean and Mary have conducted an investigation to test which materials conduct electricity. To do this, they set up a simple circuit using a battery, wire, and a light bulb. Then, they completed the circuit with objects made from different materials. Their data tables are shown below:
Based on the data above, identify the most likely outcome variable (dependent variable) and explain why? A. The outcome variable (dependent variable) is the type of wire because the wire is normally used in
a circuit. B. The outcome variable (dependent variable) is the type of battery because they both used the same
type of battery. C. The outcome variable (dependent variable) is the type of material because they both changed the
types of materials. D. The outcome variable (dependent variable) is the observation of whether the bulb lit up or not,
because this is what they both observed. SC.8.N.1.3 5. Kelsey plays soccer and gets grass stains on her shorts. She uses several types of laundry detergent to try to remove the stains, but none of them work. She makes the hypothesis that laundry detergents are not able to remove grass stains from clothing. Which best describes the evidence that fails to support the hypothesis? A. The stain is removed when a different type of laundry detergent is used. B. The stain was not removed when several types of laundry detergent were used. C. The stain does not go away after being repeatedly laundered in water with no laundry detergent. D. The stain is removed when it is treated with a stain remover before it is washed using laundry
detergent.
School Board of Broward County (revised 8/27/2015) Page 4 of 5
SC.8.N.1.3 6. Lateesha conducted an experiment to determine if her bicycle’s frame would rust faster in saltwater than in rainwater. The results of her experiment showed that the bike’s frame rusted in 3 days in saltwater but rust did not appear on the bike’s frame for 10 days in rainwater. Based on these observations, she concluded that saltwater causes metal to rust faster than rainwater. What is the proper statement for Lateesha to include in her conclusion? A. The observation supports the hypothesis because the bicycle did not rust faster in rainwater. B. The observation proves that saltwater will rust metal faster than rainwater. C. The hypothesis is correct because the bicycle rusted in saltwater. D. The hypothesis was wrong because the experiment did not work. SC.8.N.1.3 7. Matthew reads that the density of water is 1 g/cm3. He plans to conduct an experiment to determine if the density of a material plays a role in whether or not the material floats or sinks in water. He calculates and records the densities of several materials. Next, he places each material in water, observes whether the material sinks or floats, and records his observations. Matthew organizes all of the data he collects in the table shown.
DENSITY VS. FLOATATION OF MATERIALS IN WATER
Material Density Does it Float or Sink in Water?
Ice 0.94 g/cm3 Float
Pine Wood 0.4 g/cm3 Float
Olive Oil 0.92 g/cm3 Float
Zinc 7.14 g/cm3 Sink
Copper 8.92 g/cm3 Sink
Which hypothesis is supported by Matthew’s experiment? A. Solid objects will sink in water while liquid objects will float. B. The ability of an object to float or sink in water is unrelated to density. C. Materials less dense than water float in water, while those that are denser than water sink. D. Materials less dense than water sink in water, while those that are denser than water float.
School Board of Broward County (revised 8/27/2015) Page 5 of 5
SC.8.N.1.4 8. Sally has two potted plants of the same species. She hypothesized that if she moves the shorter plant so that both plants gets the same amount of sunlight each day they will have similar growth patterns. However, one has grown taller than the other. The results of Sally’s experiment are shown in the picture below.
Which of the following best describes the value of Sally’s hypothesis? A. Sally’s hypothesis is valuable because it demonstrates that all variables must be controlled in an
experiment. B. The hypothesis is wrong, so Sally’s experiment was a waste of time. Sally is no closer to knowing
what caused the difference in plant growth. C. Sally’s experiment was not a good test of her hypothesis. Because the results failed to support her
hypothesis, she can now see the flaws in her experiment. D. The failed experiment eliminates sunlight as a cause for the differences in plant growth. Now Sally
can revise the hypothesis to further test other variables such as soil or water. SC.8.N.1.4 9. Jose states the following hypothesis: Common household cleaners kill some, but not all bacteria on kitchen counters. He uses four common household cleaners in a controlled experiment to test his hypothesis. The percentage of bacteria killed by each of the cleaners is reported in the table below.
EFFECTIVENESS OF HOUSEHOLD CLEANERS ON BACTERIA
Cleaner Percentage of Surface Bacteria Killed
A 90 B 95 C 62 D 60
Which of the following can be concluded from the data in the table? A. The results fail to support Jose’s hypothesis, but he may find them valuable in reforming his
hypothesis. B. The data support Jose’s hypothesis that household cleaners are unable to kill all of the bacteria. C. The data are opposite of what Jose’s hypothesis predicted, so he is clearly wrong. D. The data neither support nor fail to support Jose’s hypothesis.
School Board of Broward County (revised 8/27/2015) Page 6 of 5
SC.8.N.1.4 10. Abigail states the following hypothesis: “Bacterial population growth rate increases with increased temperature.” She conducts an experiment to test her hypothesis. She then organizes the data from her investigation in the table below.
BACTERIAL GROWTH AT INCREASING TEMPERATURES
Temperature in Celsius Ave Time to Double the Growth (seconds)
15 130
20 60
25 40
30 29
35 17
After analyzing her data, which of the following best describes what Abigail should do next?
A. Since her results support her hypothesis, she should have others replicate her findings. B. Since her results support her hypothesis, she should not further investigate her findings. C. Since her results do not support her hypothesis, she should throw out the investigation results and
start again. D. Since her results do not support her hypothesis, she should change her hypothesis to have it
supported by her results
School Board of Broward County (revised 8/27/2015) Page 7 of 5
8th Grade Science Mini-Assessment #1 Answer Key
Question Answer Benchmark DOK
1 B SC.8.N.1.1 3
2 C SC.8.N.1.1 3
3 B SC.8.N.1.1 3
4 D SC.8.N.1.1 3
5 A SC.8.N.1.3 2
6 A SC.8.N.1.3 2
7 C SC.8.N.1.3 2
8 D SC.8.N.1.4 3
9 B SC.8.N.1.4 3
10 A SC.8.N.1.4 3
Student Name: _____________________________________________________ Period: _____ Date: _______________
3.2.1. Activity
Working Backward!
3 New Things
I Learned
2 Interesting
Facts
1 Question I
Still Have
Students Name: _________________________________________________________________ Period: ____ Date: _______________
Describe your experiment:
Your three REASONS for for the Importance of Multiple Trials!
Reason #1 Reason #2
Reason #3