SNAP Gravity items

Contributor
Stanford NGSS Assessment Project
Type Category
Assessment Materials
Types
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 is a set of questions – both multiple choice and short constructed response – that are designed to assess the performance expectation: 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. The student materials are designed to spark rich discussions that uncover misconceptions. The teacher materials provide helpful background and research about how students understand these concepts.

Intended Audience

Educator and learner
Educational Level
  • Grade 5
Language
English
Access Restrictions

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

Performance Expectations

5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.

Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.

Assessment Boundary: Assessment does not include mathematical representation of gravitational force.

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

Comments about Including the Performance Expectation
This set of short response questions is designed to assess the performance expectation and can be given as a set or individually. The first question assesses understanding of “down” as relative or absolute. The second item assesses understanding that gravity pulls toward the center of Earth. The third question asks students to link evidence to claims and select the best evidence for their own claim.

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
Item 3 asks students to link evidence to claims and select the best evidence for their own claim.

Disciplinary Core Ideas

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

Comments about Including the Disciplinary Core Idea
Using a diagram showing tunnels dug into Earth and four possible paths of a dropped ball, the second item assesses understanding that gravity pulls toward the center of Earth.

Crosscutting Concepts

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

Comments about Including the Crosscutting Concept
The Read This First page states that if a student has a complete response to the constructed response part of Item 2, they will include the crosscutting concept of cause and effect. (The ball will travel path A because it is attracted to the center of the Earth.)

Resource Quality

  • Alignment to the Dimensions of the NGSS: These assessment items will help students make sense of the phenomenon of gravity. An exemplary response to the set of assessment items would require that students use all three dimensions in their responses as they construct their explanations using evidence.

  • Instructional Supports: The Read This First file and the Answer Key provide information and support for the teacher. However, no supports are included for differentiating the assessment items. It is noted that in some cases, students’ oral responses will be more complete than written responses. This will be especially true for struggling learners and should be considered when administering this assessment.

  • Monitoring Student Progress: The purpose of these items is to monitor progress on the performance expectation: 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. It can be used formatively or summatively. Sample student responses are provided in the answer key that can be used to guide scoring.

  • Quality of Technological Interactivity: This resource does not include a technologically interactive component.