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Caroline House
Kaitlyn Chan
Jenna Kartes
Adam Eason

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Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

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Students who demonstrate understanding can:

5-PS1-2.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [ Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-4.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Modeling in 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Mathematical and computational thinking in 3-5 builds on K-2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.
Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (5-PS1-2)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

Common Core State Standards Connections:

Students who demonstrate understanding can:

5-PS1-1.

Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [ Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-2.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [ Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-3.

Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [ ssment Boundary: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Modeling in 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Mathematical and computational thinking in 3-5 builds on K-2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.
Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (5-PS1-2)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

Common Core State Standards Connections:

Students who demonstrate understanding can:

5-PS1-2.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [ Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-4.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Modeling in 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Mathematical and computational thinking in 3-5 builds on K-2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.
Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (5-PS1-2)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

Common Core State Standards Connections:

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Students who demonstrate understanding can: 5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.]

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Students will be learning about the physical properties of metals and other minerals, such as the hardness, magnetism, color and conductivity. With this knowledge, the students will participate in a written activity finding the odd one out. We will then do a Kahoot as a class and gauge the general knowledge on the various materials.  After the Kahoot we will collect the student sample to assess students on an individual basis.

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Testing the properties of various materials such as conductivity, hardness, magnetism, etc...

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a list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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a list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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Appropriate content would include:
-Descriptive vocabulary
-For visual learners
-Multiple answers

Inappropriate content would include:
-Things that acquire specific answers/there is only one answer
-True/False questions

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Is It a Theory? Speaking the Language of Science

Assessment for All

Dialogue and Feedback: Assessment in the Primary Mathematics Classroom

Assessment through the Student's Eyes

Assessing for Achievement

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After viewing a presentation on properties of different metals, students will demonstrate an understanding of them by working at stations to test these properties and then recording the relevant data in their writing tools.

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a detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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a detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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Odd One Out assessment requires students to be given a list that pertains to the topic of the lesson and choosing which is the one thing in the list that does not belong and why.

For our lesson students will be given a list of various materials and will have to choose the material that does not belong on the list.