Liquids and Solids Assessment Plan Task 1 Name: One on one interview Task Description: Students will meet

individually with the instructor: First, the instructor will show students water in the form of liquid in a cup. Ask students to tell you everything they know about water in this form. Show students ice, ask them to tell you everything they know about water in this form. Ask students which form they would use if they wanted the substance to take the shape of another container. Ask why. Tell students to show you how you could do it and why it does not work with the water in the other form. Rationale: P.PM.01.21 Demonstrate water as a solid keeps its own shape. (ice) P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers This task is designed to have students explain and demonstrate their knowledge of water in a liquid state and solid state. Students will demonstrate that they are aware of how water acts differently when it is a liquid vs. a solid. Students will show that they know that when water is liquid it will take the shape of the container is in, versus when it is in ice then it does not take the form of the container. Students will also demonstrate their knowledge of how liquid water takes the form of ice (one way is that it goes in the freezer) and how ice keeps it shape. Students will need to explain that water as a liquid is warmer and not held tightly together as ice-which is colder and held tighter together so it does not flow/keeps its shape. Students at this grade level have various writing skills and if they were to write answers to these questions many students would be frustrated because of their developmental writing stage or would not know how to write their explanation. (Which learning goal/practice does it assess? What will this task help you understand?) Task Response Features that you are looking for: Water in the cup: It is clear. You can see through it. It is slippery. If you shake the container it would move. If you spilled it would spread all over. It flows. This is because water as a liquid is not held tightly together. Ice: It is hard. It is cold. You can see through it. Ice is water that is held tightly together so it keeps it shape. You would pour the water into the other container because water changes shape to the shape of the container. Ice does not change its shape it stays in the shape you freeze it. You could pour the water into the container and then freeze it, and get ice in that shape. Checklist: Evidence of understanding

GLCEs P.PM.01.21 Demonstrate water as a solid keeps its own shape. (ice) P.PM.01.22 Demonstrate that water as a liquid takes on the

Yes/No

shape of various containers Predicts that water as a liquid flows/changes shape of container Predicts that ice does keeps shape Explains that liquid water is warmer and looser that is why it does not keep its shape Explains that solid water is colder, and tighter so it keeps its shape Student can show (by doing it) how water takes shape of container Student can show (by doing it) ice does not take shape of container/keeps its shape Identifies differences between ice and water: ice is colder, water is warmer, ice keeps its shape, ice is tighter, liquid water does not keep its shape, liquid water is not is looser than ice Can explain why liquid water turn into ice-it gets very cold Can explain why does ice turn into liquid water-it gets warmer

Task 2 Name: Sorting: Written/Drawing Assignment Task Description: Students will be given a T-Chart where they create the categories (2-5). Students will observe different liquids and solids on their tables that have labels on them. Students will sort by drawing liquids and solids into categories they create (make sure to use substances studied in class and not studied in class). Students will then add at least two more substances to each category they create. Students will be given a T Chart with categories the teacher assigns (liquid vs. solid, sticky, shinny, hard, smooth, dull, see through). Students will be given substances to sort and then will be required to create their own.

Rationale: P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating The first T-chart gives students at higher levels to make the assessment as difficult they chose and show as much as they know. This task will help show if students are able to sort their substances. It will also show if students can identify characteristics. Students can draw instead of write and also will be read what the substances and read directions. Students create own categories and sort: water as ice, water as liquid, glue, ketchup, pancake syrup, bouncy ball, fork, rock, soccer ball, football, milk, orange juice,

List to choose: milk, glue, water, orange juice, spirit, See Through Opaque

List to choose: rock, ping pong ball, bowling ball, beach ball, brick, life jacket, boogey board Floats Sinks

Water, ice, milk, juice, ice, soccer ball, rock, Held tightly together Not help tightly (Solid) together (liquid)

Task 3 Name: Observational Notes Task Description: During discussions, while walking around the room when students are working on journals and during partner and group work I will take notes on students progress or difficulties they are having. Rationale: This practice will guide me on when to review concepts and when to move on It will help me identify which students may need extra help and how I will need to differentiate. Task Response Features that you are looking for: Students are able to sort substances and report to class what they sorted. Students are able to fill out Venn Diagrams in order to compare and contrast two substances and solids vs. liquids. Students are able to discuss how liquid takes the shapes of containers and ice is not. # 1 P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating # 2 P.PM.01.21 Demonstrate water as a solid keeps its own shape. (ice) # 3 P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers # 4IA.01.12 Share ideas about science through purposeful conversation # 5 S.IA.01.13 Communicate and present ndings of observations Checklist to Use during Observations: Evidence of learning GLCE# 1 P.PM.01.11 Yes/No Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating

Student is able to describe a substance based on visible characteristics (color, see threw, opaque, shiny, dull) Student is able to describe a substance based on further observation (floats, sticky vs. slippery, rolls, stays in place) Student is able to sort different substances into categories they

created Student is able to sort different substances into different categories Student can complete a Venn diagram with the similarities and differences of solid using observational traits Students can complete a Venn diagram with the similarities and differences of liquid using observational traits Students complete Venn diagram comparing a liquid and a solid using observational traits Evidence of understanding GLCE P.PM.01.21 Demonstrate water as a solid keeps its own shape. (ice) P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers Predicts that water as a liquid flows/changes shape of container Predicts that ice does keeps shape Explains that liquid water is warmer and looser that is why it does not keep its shape Explains that solid water is colder, and tighter so it keeps its shape Can draw a diagram of how liquid water is not as tight (with molecules) Can draw a diagram of how solid water is tighter than liquid water (with molecules) Identifies differences between ice and water: ice is colder, water is warmer, ice keeps its shape, ice is tighter, liquid water does not keep its shape,

Yes/No

liquid water is looser than ice How does liquid water turn into ice-it gets very cold How does ice turn into ice-it gets warmer