Turn, Turn, Turn- A Simple Assessment

Contributor
betterlessons.com Joyce Baumann
Type Category
Assessment Materials
Types
Activity , Lesson/Lesson Plan , Assessment Item
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

This assessment activity may be used after students have been exploring different aspects of movement, including pushes from outside forces. They will apply this knowledge in a fun assessment activity. This is #9 in a unit of lessons about force and motion.

Intended Audience

Educator and learner
Educational Level
  • Early Elementary
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object

Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.

Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.

This resource is explicitly designed to build towards this performance expectation.

Comments about Including the Performance Expectation
As students are designing and building their structures, encourage them to remember what they have learned about objects touching or colliding and how they can push on one another to change motion.

Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
Document the groups’ results for the whole class to see. Conduct the discussion as stated in the lesson. Then have the students draw the structure that was most successful and describe, verbally or in writing, why they chose that structure. Help students refer back to the class results (data) in order to form their explanations.

Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
Have students draw and label a picture of what happened to their structure when it collided with the ball. Allow students to verbally explain their drawing, if needed.

Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
The lesson states if there is time after the test and the discussion about the structures, students could revise their structures. If there is not time to do this as a group, the materials should be placed in a science center for students to investigate further to help with understanding.

Resource Quality

  • Alignment to the Dimensions of the NGSS: The focus of the lesson is to support students in making sense of phenomena and/or designing solutions to problems. Students design and test a structure to observe the effect of pushes on an object. They discuss their results and determine which structure was most successful based on the data they have collected which would address the Performance Expectation, Practice, Crosscutting Concept, and Core Idea.

  • Instructional Supports: Students experience phenomena or design problems firsthand. The activity provides opportunities for students to express, clarify, justify, interpret, and represent their ideas and respond to teacher feedback orally. There is a lack of ideas for differentiated instruction.

  • Monitoring Student Progress: The teacher is observing and asking questions, but there is no written assessment done by students. Having students draw and label their structures would help monitor student progress.

  • Quality of Technological Interactivity: No technology is needed for this resource.