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Alaska Science A student who meets the content standard should understand models describing the nature of molecules, atoms, and sub-atomic particles and the relation of the models to the structure and behavior of matter (Structure of Matter). |
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Performance Standard Level 2, Ages 8–10
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Sample Assessment Ideas
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Expanded Sample Assessment Idea
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Levels of Performance |
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Stage 4 |
Student work is complete, correct and shows evidence of logical reasoning. Several detailed journal entries compare the contents of the two beakers and what happens to the water in the open beaker. The report or poem shows extensive evidence of the transfer and extension of knowledge. The description of the changes from ice to water vapor are accurate and include detailed predictions of how changes in the experimental conditions would alter the observations. | ||
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Stage 3
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Student work is complete but may contain minor errors or omissions. Several journal entries compare the two beakers and what happens to the water in the open beaker. The report or poem shows some evidence of the transfer and extension of knowledge. The description of the changes from ice to water vapor are mostly accurate and include a prediction of how a change in an experimental condition would alter the observations. | ||
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Stage 2
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Student work may show evidence of skilled craftsmanship but may be incomplete, shows evidence of limited understanding or misconceptions related to what happens as ice changes to water vapor. At least one journal entry is made. The report or poem may describe the two beakers, but the explanation or prediction, if included, may be incorrect. | ||
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Stage 1
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Student work is mostly incomplete and shows little or no evidence of understanding and misconceptions related to what happens as ice changes to water vapor. | ||
Standards Cross-References
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National Science Education Standards Develop descriptions, explanations, predictions, and models using evidence. Students should base their explanations on what they observed and as they develop cognitive skills, they should be able to differentiate explanation from description—providing causes for effects and establishing relationships based on evidence and logical argument. (Page 145) 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 and cooling. (Page 127) Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. (Page 134) Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. (Page 134) |
Benchmarks Seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it. (Page 268) No matter how parts of an object are assembled, the weight of the whole object made is always the same as the sum of the parts; and when a thing is broken into parts, the parts have the same total weight as the original thing. (Page 77) Materials may be composed of parts that are too small to be seen without magnification. (Page 77) |
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