grade 4 learning and assessment masters -...

Focuson the

*

Grade 4 Learning and Assessment Masters

AcknowledgmentsGrateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

Photo Credits: Cover ©Diane Cook & Len Jenshe/National Geographic

Copyright © 2017 National Geographic Learning, a part of Cengage Learning

ALL RIGHTS RESERVED. Permission is hereby granted to teachers to reprint or photocopy in classroom quantities the pages or sheets in this work that carry a National Geographic Learning, a part of Cengage Learning, copyright notice. These pages are designed to be reproduced by teachers for use in their classes with accompanying National Geographic Learning material provided each copy shows the copyright notice. Such copies may not be sold and further distribution is expressly prohibited. Except as authorized above, no part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner.

“National Geographic,” “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society® Marcas Registradas.

For product information and technology assistance, contact us at Customer & Sales Support,

888-915-3276

For permission to use material from this text or product, submit all requests online at

www.cengage.com/permissions

Further permissions questions can be emailed to [email protected]

National Geographic Learning | Cengage Learning 1 N. State Street, Suite 900 Chicago, IL 60602-3308

Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at www.cengage.com/global.

Visit National Geographic Learning online at NGL.Cengage.com

Visit our corporate website at www.cengage.com

iii

ContentsExploring Science Learning and Assessment Masters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Physical Science

Investigate Speed Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Investigate Motion Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Investigate Sound Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Investigate Light Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Investigate Heat Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Investigate Electric Circuits Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Think Like an Engineer Design, Test, and Refine a Device Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Think Like an Engineer Design, Test, and Refine a Device Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Think Like an Engineer Design, Test, and Refine a Device Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Think Like an Engineer Design, Test, and Refine a Device Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Think Like an Engineer Design, Test, and Refine a Device Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Think Like an Engineer Design, Test, and Refine a Device Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Investigate How Waves Move Objects Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Investigate Use a Code Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Think Like an Engineer Compare Multiple Solutions Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Think Like an Engineer Compare Multiple Solutions Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Think Like an Engineer Compare Multiple Solutions Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Life Science

Think Like a Scientist Construct an Argument Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Think Like a Scientist Construct an Argument Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Think Like a Scientist Construct an Argument Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Think Like a Scientist Construct an Argument Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Investigate How We See Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Think Like a Scientist Use a Model Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Think Like a Scientist Use a Model Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Earth Science

Investigate Weathering and Erosion Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Think Like an Engineer Make Observations Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Think Like an Engineer Make Observations Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Think Like an Engineer Make Observations Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Think Like an Engineer Generate and Compare Solutions Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Think Like an Engineer Generate and Compare Solutions Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

iv

Exploring Science Learning and Assessment Masters

Learning Masters are provided as needed for Investigate, Think Like a Scientist, and Think Like an Engineer features for Grades K-5.

Learning Masters provide convenient data collection tables and other resources for students to use as they work through selected Investigate, Think Like a Scientist, and Think Like an Engineer features. Encourage students to include these tables in their science notebooks.

Assessment Masters provide rubrics for teachers to assess student achievement in many of the Think Like a Scientist and Think Like an Engineer features. Student rubrics provide an opportunity for learners to reflect on their own progress in these activities.

1

SpeedRecord Record your observations in the table below.

Speed of Ball

Trial Force Used Time to Reach Wall(s)

1

2

3

Name Date

Investigate

2

Motion

Name Date

Investigate

Record Record your observations in the table below.

Energy Changes During Collisions

Trial Description of Collision Observations of Energy Changes

1

2

3

4

3

Sound

Name Date

Investigate

Record Record your predictions and observations in the table below.

Sound and Salt Grain Vibrations

Trial Loudness of Sound Prediction Observations

1 Soft

2 Loud

4

Light

Name Date

Investigate


How Sunlight Affects Paper

Predictions Observations after Hours Notes

5

Heat

Name Date

Investigate


Transfer of Energy to Butter

Cup Temperature Predictions Observations

Warm

Room Temperature

Very Warm

6

Electric Circuits

Name Date

Investigate


Materials Tested to Complete a Circuit

Material Predictions Observations

rubber band

metal washer

plastic spoon

penny

metal paper clip

crayon

7

Design, Test, and Refine a Device

Name Date

Think Like an Engineer

Record Record your measurements in the tables below.

Solar Oven Test 1

Time(min)

TemperatureThermometer 1 (°C)


starting

5

10

15

20

Solar Oven Test 2

Time(min)



starting

5

10

15

20

8


Name Date


Teacher Rubric Use the scale descriptions to guide your assessment of the student’s work. Assess each item separately, and then decide on one overall score, using the following scale:

4: Student performs with thorough understanding.3: Student performs with adequate understanding.2: Student performs with basic understanding.1: Student performs with limited understanding.

Rubric Scale

The student participated in a group to design and build a device that met the criteria set by students or the teacher.

4 3 2 1

The student participated in the testing of the device. 4 3 2 1

The student participated in evaluating the effectiveness of the device and helped make changes based on testing results.

4 3 2 1

The student recorded all stages of the prototyping process, from problem to initial designs to refined designs and results.

4 3 2 1

Overall Score 4 3 2 1

9


Name Date


Student Rubric Place a check in the box to show the answer that is true for you.

Rubric Yes Not Yet

1. I can define a problem and identify a solution.

2. I can build a prototype and test it.

3. I can change my design based on the results of testing it.

4. I can explain my design and get ideas from others about how to improve it.

10

Record Record your observations in the tables below.

Buzzer Test 1

What I did Sound?

Buzzer Test 2

What I did Sound?


Name Date


11


Name Date




Rubric Scale

The student designed and built a device that met the criteria set by students or the teacher.

4 3 2 1

The student participated in the testing of the device. 4 3 2 1

The student participated in evaluating the effectiveness of the device and helped make changes based on testing results.

4 3 2 1

The student recorded all stages of the prototyping process, from problem to initial designs to refined designs and results.

4 3 2 1


12


Name Date



Rubric Yes Not Yet


2. I can build a device and test it.

3. I can change my design based on results of testing it.

4. I can explain my design and get ideas from others about how to improve it.

13

How Waves Move Objects

Name Date

Investigate


Water Wave Observations

What I Did Observations

14

Use a Code

Name Date

Investigate

Record Record the messages you sent, the message received by your partner, and your observations in the table below.

Trial 1: Message Sent:

Trial 1: Message Received:

Observations:

Trial 2: Message Sent:

Trial 2: Message Received:

Observations:

15


Solutions for Sending a Message

Solutions What I Did Observations

Compare Multiple Solutions

Name Date


16


Name Date




Rubric Scale

The student designed a communication solution using a code. 4 3 2 1

The student tested the solution. 4 3 2 1

The student participated in evaluating the effectiveness of the solution and helped make changes based on testing results.

4 3 2 1

The student recorded all stages of the process. 4 3 2 1


17


Name Date



Rubric Yes Not Yet


2. I can test my solution.

3. I can change my solution based on results of testing it.

4. I can explain my solution and get ideas from others about how to improve it.

18

Construct an Argument

Name Date

Think Like a Scientist



Rubric Scale

The student listed the internal and external structures of a buttercup plant. 4 3 2 1

The student compared and contrasted the structures of a buttercup plant and a wild rose.

4 3 2 1

The student used reasoning and empirical evidence to construct an argument that clearly states claims about how a buttercup plant’s internal and external structures function to support survival, growth, and reproduction.

4 3 2 1

The student explored rebuttal claims and summarized how the structures of a wild rose and a buttercup plant help them survive.

4 3 2 1


19


Name Date



Rubric Yes Not Yet

1. I can identify internal and external structures of plants.

2. I can compare and contrast the structures of different plants.

3. I can construct an argument to explain how a plant’s internal and external structures help it survive.

4. I can explore rebuttal claims and summarize how the internal and external structures of different plants help them survive in similar ways.

20


Name Date




Rubric Scale

The student listed the internal and external structures of a wolf. 4 3 2 1

The student compared and contrasted the structures of a wolf and an elephant. 4 3 2 1

The student used reasoning and empirical evidence to construct an argument that clearly states claims about how a wolf’s internal and external structures help it survive, grow, behave in certain ways, and reproduce.

4 3 2 1

The student explored rebuttal claims and summarized how the internal and external structures of an elephant and a wolf help them survive.

4 3 2 1


21


Name Date



Rubric Yes Not Yet

1. I can identify internal and external structures of animals.

2. I can compare and contrast the internal and external structures of different animals.

3. I can construct an argument to explain how an animal’s internal and external structures help it survive.

4. I can explore rebuttal claims and summarize how the structures of different animals help them survive in similar ways.

22

How We See

Name Date

Investigate


How Light Allows Objects to Be Seen

Observations

without light

with light

23

Use a Model

Name Date




Rubric Scale

The student made a model showing how a beach mouse receives, processes, and responds to information.

4 3 2 1

The student compared, contrasted, and combined his or her model with a partner’s model.

4 3 2 1

The student successfully researched how a snake receives, processes, and responds to information.

4 3 2 1

The student revised the model to show how a snake receives, processes, and responds to information.

4 3 2 1


24

Use a Model

Name Date



Rubric Yes Not Yet

1. I can build a model showing how an animal receives, processes, and responds to information about its environment.

2. I can compare, contrast, and combine my model with a partner’s model.

3. I can revise my model to show how different animals receive, process, and respond to information.

4. I can summarize how different animals receive, process, and respond to information.

25

Weathering and Erosion

Name Date

Investigate


Observations of Sandstone

Predictions Observations

sandstone pieces being rubbed together

sandstone pieces being shaken in a jar of water

26

Record Record your observations in the tables below.

Amount of Erosion

TestModel A—Bare Soil

Time for Water to Run Off Amount of Water Captured in Cup Clarity of the Water

1

2

3

TestModel B—Soil Covered with Mulch

Time for Water to Run Off Amount of Water Captured in Cup Clarity of the Water

1

2

3

Make Observations

Name Date


27

Make Observations

Name Date




Rubric Scale

The student evaluated different ways of observing and measuring the process of erosion to determine which way to solve the problem.

4 3 2 1

The student devised a model to compare the amount of erosion on an unprotected hillside to the amount on a treated hillside.

4 3 2 1

The student made observations and/or measurements that could be used to make comparisons.

4 3 2 1

The student used the collected data as evidence in designing a solution to the problem.

4 3 2 1

The student revised the initial design based on the data collected from the investigation.

4 3 2 1

The student’s presentation showed an understanding of the process of erosion and methods used to slow this process.

4 3 2 1


28

Make Observations

Name Date



Rubric Yes Not Yet

1. I can analyze a problem and choose what I think is the best way to solve it.

2. I can make a model to compare erosion on an unprotected and a protected hillside.

3. I can make observations and measurements as I run several tests.

4. I can use my data as evidence to design the best solution to the problem.

5. I can revise my design based on feedback and retest it.

6. I can communicate my results, using evidence from my investigation to support my conclusions.

29

Generate and Compare Solutions

Name Date




Criterion Scale

Group used its knowledge of earthquakes and the damage they cause to design its houses.

4 3 2 1

Group’s houses met all four constraints of the challenge. 4 3 2 1

Group’s houses met all of the predetermined criteria. 4 3 2 1

Group conducted a fair test on each of its designs. 4 3 2 1

Group’s final design incorporated test results and feedback from classmates. 4 3 2 1

Groups worked together to make, test, and present their solutions. 4 3 2 1

Group’s Overall Score 4 3 2 1

30

Generate and Compare Solutions

Name Date



Task Yes Not Yet

1. We used what we know about earthquakes and the damage they cause to design our model houses.

2. All of our houses met all four constraints.

3. All of our houses met the criteria we decided on as a class.

4. We conducted a fair test on each of our designs.

5. Our final design incorporated test results and feedback from classmates.

6. We worked together to make, test, and present our solutions.

grade 4 learning and assessment masters -...

Documents