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Plan

In: Other Topics

Submitted By mblackshire
Words 318
Pages 2
Planning for Assessment

Sample

|Area of Study: The water cycle |
|Grade: 3 |
|Standard(s) Covered: |
|National Science Standards: K–4 Content Standard A |
|As a result of activities in grades K–4, all students should develop: 1) abilities necessary to do scientific inquiry, and 2) understanding about |
|scientific inquiry. |
|Science Standard of Learning for VA Public Schools 3.9 |
|Students will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include: 1) the origin of energy that |
|drives the water cycle, 2) processes involved in the water cycle (evaporation, condensation, precipitation), and 3) water supply and water |
|conservation. |
|Category |Standards-Based |Assessment Option |
| |Learning Objective |Description |
| |Students know the meaning of the terms precipitation, |Option: Selected Response |
| |condensation, evaporation, drought, flood, runoff, and |Description: Matching items: match terms with definitions. |
|Mastery of |drainage. |Multiple-choice items: identify scenarios that illustrate |
|Content | |the various terms. |
|Knowledge | | |
| | | |
| |Students understand the concept of a cyclical pattern and |Option: Essay |
| |how it applies to the water cycle. |Description: Define cycle. Cite example of a cycle found in|
| |Students understand that changes in the water cycle have an|nature, lifestyles, business, etc. Explain, via example, |
|Understandings |impact on the ecosystem. |what happens when a cycle is interrupted or changes. Relate|
|and Patterns | |idea to water cycle. |
|of Reasoning | | |
| | | |
|Mastery |Students can collect data and analyze it to conduct simple |Option: Personal Communication |
|of Skills |experiments focusing on condensation and evaporation. |Description: Interviews and journaling with students as |
| | |they observe changes in jars of water kept at different |
| | |temperatures; record evidence of condensation/evaporation |
| | |over time; and report findings. |
|Creation of |Students demonstrate and apply their understanding of the |Option: Performance Assessment |
|Products and Performances |water cycle and its potential impact on the environment. |Description: Create display, model, children’s book, or |
| | |other medium that explains the water cycle and potential |
| | |consequences of cycle changes on the environment. |

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