Alaska Science Performance Standard L2/A2

Alaska Science
Key Element A2

A student who meets the content standard should understand the physical, chemical, and nuclear changes and interactions that result in observable changes in the properties of matter (Changes and Interactions of Matter).

Performance Standard Level 2, Ages 8–10

Students observe physical and chemical properties of common substances and observe changes to those properties.

Sample Assessment Ideas

Students mix baking soda and vinegar; observe and describe changes in journal.
Students dissolve rock salt in water, evaporate and re-crystallize; draw and describe their observations.

Expanded Sample Assessment Idea

Expanded Sample Assessment Idea

Students develop a strategy to sink an ice cube.

Predict if they can sink an ice cube. Work in teams to develop a strategy to make the ice sink. Demonstrate their ice-sinking apparatus; share strategies and observations with the class.	Levels of Performance
	Stage 4	Student work is complete, correct, shows evidence of logical reasoning and transfer and extension of knowledge related to the physical properties of the three states of water. Explanation of water’s change of state includes correct terminology, physical properties of each state of water, a description of where each phase occurs in nature, and an example of how each change in the state of water affects the local community. The student describes a detailed strategy to sink an ice cube or explains why it isn’t possible
	Stage 3	Student work shows evidence of logical reasoning and transfer of knowledge related to the physical properties of the three states of water, but may contain minor errors or omissions. Student explanation of water’s change of state includes correct terminology, physical properties of some of the states of water, some descriptions of where water occurs in nature and at least one example of how a change in the state of water affects the local community. The student describes a strategy to sink an ice cube
	Stage 2	Student work contains omissions or errors of science fact and reasoning. Student explanation of water’s change of state may identify an example of where water occurs in nature, describes an example of how water is used within the local community, uses some appropriate terminology, and may describe some physical properties of water in one of its three states. A strategy to sink an ice cube, if included, may be incomplete or lack detail.
	Stage 1	Student explanation of the change of state of water is largely incomplete, incorrect, and shows little evidence of understanding the role of water in the local community.

Standards Cross-References
( Alaska Department of Education & Early Development Standards)

National Science Education Standards

Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. These properties can be measured using tools, such as rulers, balances, and thermometers. (Page 127)

Materials can exist in different states—solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. (Page 127)

A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties. (Page 154).

Benchmarks

Heating and cooling cause changes in the properties of materials. Many kinds of changes occur faster under hotter conditions. (Page 77)

When a new material is made by combining two or more materials, it has properties that are different from the original materials. For that reason, a lot of different materials can be made from a small number of basic kinds of materials. (Page 77)

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