Standards:
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
S:ESS1:6:5.2 Explain how some changes to the Earth’s surface happen abruptly, as a result of landslides, earthquakes and volcanic eruptions; while other changes happen very slowly as a result of weathering, erosion and deposition of sediment caused by waves, wind, water and ice.
S:ESS1:8:2.2 Use geological evidence provided to support the idea that Earth’s crust/lithosphere is composed of plates that move.
My online assessment
This assessment is for my fifth grade enrichment group using our online Google Classroom. This is a reading enrichment group that is focusing on a science topic to work on their research skills. The information for this assessment is being researched and read from materials provided separately.
I want to get this one out of the way. Sometimes you just have to establish a base of knowledge. It is important to understand a convection current in order to understand why the plates are moving in the first place. This also meets the literacy goal in that they will be able to read technical text to find the answer as well as the obvious science standard S:ESS1:8:2.2 on Earth's plates.
The one distractor or twist in this question is that there is more than one answer for the plates that slide under the other, these cause both volcanoes and mountains. I feel comfortable that this is not a 'gotcha' because the directions do remind them to check all that apply and it is important for students to note that both occur. This once again meets standard science standard S:ESS1:8:2.2 on Earth's plates and my objective for students to determine the cause and process behind the resulting effect of nature when given a natural occurrence of land shifting.
Here is more information recall. This question gets to the overall structure of the inner Earth and is required to understand land shifting events. S:ESS1:8:2.2
This question gets to the heart of the literacy standard.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
The interaction of the layers is complex and at time illogical. To understand the answer to this question will demonstrate a firm grasp of reading specific and technical informational text.
Now we start to begin to use reasoning skills. One of my main objectives is for students to be able to determine the cause and process behind the resulting effect of nature when given a natural occurrence. This question does just that. The erosion option could be a bit of a distractor since much of what we have talked about, especially with rocks was weathering.
I am just going to say it, this question is here because I was required. I hate true/false questions because they are too easy to flat out guess. I could improve it by asking for an explanation but I feel like that would give it away because why would you explain the lack of earthquakes? Yuck, moving on....
Now, we are talking! I like for students to learn from their assessments and to enjoy the experience. Google Forms allowed me embed a short video clip. From this I was able to create an engaging question that encourages the student to think. Correctly answering this question gets right to the heart of my big question: Can man ever win the battle against Mother Nature? and of course standard S:ESS1:6:5.2 Explain how some changes to the Earth’s surface..... and my objective 'Given a natural occurence, students will be able to determine the cause and process behind the resulting effect of nature."
The last three questions are all similar and culminate student understanding by asking about both slow weathering processes and abrupt shifts in the Earth's plates. So they address both of the science standards and in turn both of my objectives.
Now we start to begin to use reasoning skills. One of my main objectives is for students to be able to determine the cause and process behind the resulting effect of nature when given a natural occurrence. This question does just that. The erosion option could be a bit of a distractor since much of what we have talked about, especially with rocks was weathering.
I am just going to say it, this question is here because I was required. I hate true/false questions because they are too easy to flat out guess. I could improve it by asking for an explanation but I feel like that would give it away because why would you explain the lack of earthquakes? Yuck, moving on....
Now, we are talking! I like for students to learn from their assessments and to enjoy the experience. Google Forms allowed me embed a short video clip. From this I was able to create an engaging question that encourages the student to think. Correctly answering this question gets right to the heart of my big question: Can man ever win the battle against Mother Nature? and of course standard S:ESS1:6:5.2 Explain how some changes to the Earth’s surface..... and my objective 'Given a natural occurence, students will be able to determine the cause and process behind the resulting effect of nature."
The last three questions are all similar and culminate student understanding by asking about both slow weathering processes and abrupt shifts in the Earth's plates. So they address both of the science standards and in turn both of my objectives.
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