Tx gr2 ag_em

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Tx gr2 ag_em

  1. 1. Assessment Guide Grade 2 Edit File
  2. 2. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individuals using the corresponding student's textbook or kit as the major vehicle for regular classroom instruction to photocopy copying masters from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 Southpark Center Loop, Orlando, Florida 32819-8647. Printed in the U.S.A. ISBN 978-0-544-04606-1 1 2 3 4 5 6 7 8 9 10 XXXX 21 20 19 18 17 16 15 14 13 12 4500000000 A B C D E F G If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Edit File
  3. 3. Contents AG iii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Contents Overview............................................................................................AG vii–AG viii Test-Taking Tips...............................................................................................AG ix Performance Assessment ....................................................................... AG x–AG xi Scoring a Performance Task............................................................................AG xii Classroom Observation.....................................................................AG xiii–AG xiv Classroom Observation Checklist....................................................................AG xv Using Student Self-Assessment......................................................................AG xvi Self-Assessment—Active Reading................................................................AG xvii Experiment/Project Summary Sheet.............................................................AG xviii Self-Assessment—My Science Notebook......................................................AG xix Portfolio Assessment ......................................................................... AG xx–AG xxi Science Experiences Record..........................................................................AG xxii Guide to My Science Portfolio .....................................................................AG xxiii Portfolio Evaluation Checklist......................................................................AG xxiv Safety in Science and Science Tools Quiz .............................................................................................. AG 1–AG 15 Performance Assessment ............................................................ AG 16–AG 17 Unit 1 Work Like a Scientist Lesson 1 Quiz ..........................................................................................AG 18 Lesson 2 Quiz ..........................................................................................AG 19 Lesson 3 Quiz ..........................................................................................AG 20 Lesson 4 Quiz ..........................................................................................AG 21 Lesson 5 Quiz ..........................................................................................AG 22 Unit 1 TEKS DOK Skill Builder ................................................ AG 23–AG 24 Unit 1 Test .................................................................................. AG 25–AG 29 Unit 1 Performance Assessment................................................. AG 30–AG 31 Unit 2 Technology and Our World Lesson 1 Quiz .........................................................................................AG 32 Lesson 2 Quiz ..........................................................................................AG 33 Lesson 3 Quiz ..........................................................................................AG 34 Lesson 4 Quiz ..........................................................................................AG 35 Unit 2 TEKS DOK Skill Builder ................................................ AG 36–AG 37 Unit 2 Test .................................................................................. AG 38–AG 42 Unit 2 Performance Assessment................................................. AG 43–AG 44 Edit File
  4. 4. Contents AG iv Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Unit 3 Changes in Matter Lesson 1 Quiz ..........................................................................................AG 45 Lesson 2 Quiz ..........................................................................................AG 46 Lesson 3 Quiz ..........................................................................................AG 47 Unit 3 TEKS DOK Skill Builder ................................................ AG 48–AG 49 Unit 3 Test .................................................................................. AG 50–AG 54 Unit 3 Performance Assessment................................................. AG 55–AG 56 Unit 4 Energy, Motion, and Magnets Lesson 1 Quiz ..........................................................................................AG 57 Lesson 2 Quiz ..........................................................................................AG 58 Lesson 3 Quiz ..........................................................................................AG 59 Lesson 4 Quiz ..........................................................................................AG 60 Lesson 5 Quiz ..........................................................................................AG 61 Lesson 6 Quiz ..........................................................................................AG 62 Unit 4 TEKS DOK Skill Builder ................................................ AG 63–AG 64 Unit 4 Test................................................................................... AG 65–AG 69 Unit 4 Performance Assessment................................................. AG 70–AG 71 Unit 5 Earth and Its Resources Lesson 1 Quiz ..........................................................................................AG 72 Lesson 2 Quiz ..........................................................................................AG 73 Lesson 3 Quiz ..........................................................................................AG 74 Lesson 4 Quiz ..........................................................................................AG 75 Lesson 5 Quiz ..........................................................................................AG 76 Unit 5 TEKS DOK Skill Builder ................................................ AG 77–AG 78 Unit 5 Test................................................................................... AG 79–AG 83 Unit 5 Performance Assessment................................................. AG 84–AG 85 Unit 6 All About Weather Lesson 1 Quiz ..........................................................................................AG 86 Lesson 2 Quiz ..........................................................................................AG 87 Lesson 3 Quiz ..........................................................................................AG 88 Lesson 4 Quiz ..........................................................................................AG 89 Lesson 5 Quiz ..........................................................................................AG 90 Unit 6 TEKS DOK Skill Builder ................................................ AG 91–AG 92 Unit 6 Test................................................................................... AG 93–AG 97 Unit 6 Performance Assessment................................................. AG 98–AG 99
  5. 5. Contents AG v Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Unit 7 The Solar System Lesson 1 Quiz ........................................................................................AG 100 Lesson 2 Quiz ........................................................................................AG 101 Lesson 3 Quiz ........................................................................................AG 102 Unit 7 TEKS DOK Skill Builder ............................................ AG 103–AG 104 Unit 7 Test............................................................................... AG 105–AG 109 Unit 7 Performance Assessment............................................. AG 110–AG 111 Unit 8 Animal and Plant Needs Lesson 1 Quiz ........................................................................................AG 112 Lesson 2 Quiz ........................................................................................AG 113 Lesson 3 Quiz ........................................................................................AG 114 Unit 8 TEKS DOK Skill Builder ............................................ AG 115–AG 116 Unit 8 Test............................................................................... AG 117–AG 121 Unit 8 Performance Assessment............................................. AG 122–AG 123 Unit 9 Environments for Living Things Lesson 1 Quiz ........................................................................................AG 124 Lesson 2 Quiz ........................................................................................AG 125 Lesson 3 Quiz ........................................................................................AG 126 Unit 9 TEKS DOK Skill Builder ............................................ AG 127–AG 128 Unit 9 Test............................................................................... AG 129–AG 133 Unit 9 Performance Assessment............................................. AG 134–AG 135 Unit 10 Animal and Plant Characteristics Lesson 1 Quiz ........................................................................................AG 136 Lesson 2 Quiz ........................................................................................AG 137 Lesson 3 Quiz ........................................................................................AG 138 Lesson 4 Quiz ........................................................................................AG 139 Lesson 5 Quiz ........................................................................................AG 140 Lesson 6 Quiz ........................................................................................AG 141 Unit 10 TEKS DOK Skill Builder .......................................... AG 142–AG 143 Unit 10 Test............................................................................. AG 144–AG 148 Unit 10 Performance Assessment........................................... AG 149–AG 150
  6. 6. Contents AG vi Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Tests Cumulative Test A.................................................................. AG 151–AG 160 Test A Answer Sheet .............................................................................AG 161 Cumulative Test B .................................................................. AG 162–AG 171 Test B Answer Sheet..............................................................................AG 172 Answer Key for All Quizzes and Tests........................................... AG 173–AG 183
  7. 7. To the Teacher AG vii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Overview ScienceFusion provides a variety of instructional tools for meeting the Texas Essential Knowledge and Skills (TEKS) for Science. You may choose to use the interactive Student Edition, the digital curriculum, or a combination of both. The quizzes, tests, and other resources in this Assessment Guide may be used with any of those components. The ScienceFusion assessment options are intended to give you maximum flexibility in assessing what your students know and can do. The program’s formative, summative, and performance assessment categories reflect the understanding that assessment is a learning opportunity for students and that all students must demonstrate standards mastery at the end of a school year. Formative Assessment At the end of each lesson in the Student Edition, the Brain Check will help you evaluate how well students grasped the concepts taught. The opportunities for students to annotate their Student Edition, including the Active Reading features, can also provide insight into how well students are learning the concepts. At the end of each digital unit, a student self-assessment prompts students to return to areas in which they may need additional work. The Teacher Edition offers a number of additional tools for formative assessment. Look for the science notebooking strategies Generate Ideas and Summarize Ideas that begin and end many of the two-page sections of the lessons. These strategies provide numerous ways to informally assess whether students are remembering what they read and getting the main ideas. Questions that address a variety of dimensions—including concept development, inquiry skills, and use of reading strategies—are strategically placed throughout each lesson. This Assessment Guide also includes the Observation Checklist, on which you can record observations of students’ ability to use science inquiry skills. Summative Assessment To help you reinforce and assess mastery of unit objectives, ScienceFusion includes both reviews and tests. You will find the Unit Reviews in the Student Edition. This Assessment Guide provides Lesson Quizzes, quizzes for Safety in Science and Science Tools, and Unit Tests. All of these assessment tools include multiple-choice formats that mirror standardized Texas statewide assessment formats. The Unit Tests also contain short-response and extended-response items. Each Assessment Guide unit also provides a two-page TEKS DOK Skill Builder. The Skill Builder includes a TEKS standard, for which are written three test items, one at Depth of Knowledge level 1, one at level 2, and one at level 3, as well as a teacher page that offers guidance in helping students answer the test items. This Assessment Guide also provides two multiple-choice Cumulative Tests that cover all the standards of the program. Edit File
  8. 8. To the Teacher AG viii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Performance Assessment Performance tasks provide evidence of students’ ability to use science inquiry skills and critical thinking to complete an authentic task. A brief performance task is included in the Teacher Edition with each Unit Review. A more comprehensive performance task is provided for each unit in this Assessment Guide as well as for the Safety in Science and Science Tools pages. Each includes teacher directions and a scoring rubric. Self-Assessment and Portfolio Assessment Students should be challenged to reflect on their work and monitor their learning. Several checklists are provided for this purpose. Self-Assessment—Active Reading, Experiment/Project Summary Sheet, Self-Assessment—My Science Notebook, Science Experiences Record, and Guide to My Science Portfolio can be used by students to describe or evaluate their own experiences and projects. Opportunities for self- assessment and evaluation are embedded at key points on the digital path. Online Assessment All of the quizzes and tests within this Assessment Guide are available in computer- scored format with the ScienceFusion online resources. Banks of items from which tests can be built are also available.
  9. 9. To the Teacher AG ix Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Test-Taking Tips Understandably, students often experience test-related anxiety. Teaching students to apply a number of general test-taking strategies may bolster their confidence and result in improved student performance on formal assessment. As students take a test, they should • scan the entire test first before answering any questions. • read the directions slowly and carefully before beginning a section. • begin with the easiest questions or most familiar material. • read the question and all answer options before selecting an answer. • watch out for key words such as not, least, best, most, and so on. • carefully analyze graphs, tables, diagrams, and pictures that accompany items. • double-check answers to catch and correct errors. • erase all mistakes completely and write corrections neatly. Test Preparation Students perform better on formal assessments when they are well prepared for the testing situation. Here are some things you can do before a test to help your students do their best work. • Explain the nature of the test to students. • Suggest that they review the questions at the end of the lessons and the chapter. • Remind students to get a good night’s sleep before the test. • Discuss why they should eat a balanced meal beforehand. • Encourage students to relax while they take the test. Edit File
  10. 10. To the Teacher AG x Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Performance Assessment Teachers today have come to realize that the multiple-choice format of traditional tests, while useful and efficient, cannot provide a complete picture of students’ growth in science. Standardized multiple-choice tests cannot fully reveal how students think and do things—an essential aspect of science literacy. Performance assessment can provide this missing information and help balance your assessment program. Well-constructed performance assessments provide a window through which teachers may view students’ thought processes. An important feature of performance assessment is that it involves a hands-on activity in which students solve a situational problem. Students often find performance assessment more enjoyable than traditional paper-and-pencil tests. Another advantage is that it models good instruction: students are assessed as they learn and learn as they are assessed. Performance Assessment in ScienceFusion Performance tasks can be found in two locations in ScienceFusion. In the Teacher Edition, a brief performance task is part of the information that accompanies each Review. In this Assessment Guide, a more comprehensive task follows each Unit Test as well as the "Safety in Science and Science Tools" section. Both types of performance tasks will provide insights into students’ ability to apply key science inquiry skills and concepts taught in the unit. Administering Performance Tasks Unlike traditional assessment tools, performance assessment does not provide standardized directions for its administration or impose specific time limits on students, although a suggested time frame is offered as a guideline. The suggestions that follow may help you define your role in this assessment. • Be prepared. A few days before students begin the task, read the Teacher’s Directions and gather the materials needed. • Be clear. Explain the directions for the task; rephrase them as needed. Also, explain how students’ performance will be evaluated. Show students the rubric you plan to use, and explain the performance indicators in language your students understand. • Be encouraging. Your role in administering the assessments should be that of a coach—motivating, guiding, and encouraging students to produce their best work. • Be supportive. You may assist students who need help. The amount of assistance needed will depend on the needs and abilities of individual students. Edit File
  11. 11. To the Teacher AG xi Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company • Be flexible. Not all students need to proceed through the performance task at the same rate and in the same manner. Allow students adequate time to do their best work. • Involve students in evaluation. Invite students to join you as partners in the evaluation process, particularly in development or modification of the rubric. Rubrics for Assessing Performance A well-written rubric can help you score students’ work accurately and fairly. Moreover, a rubric gives students a better idea before they begin a task of what qualities their work should exhibit. Each performance task in the program has its own rubric. The rubric lists performance indicators, which are brief statements of what to look for in assessing the skills and understandings that the task addresses. A sample rubric for a task in this Assessment Guide follows. Scoring Rubric Performance Indicators ______ Assembles the kite successfully. ______ Carries out the experiment daily. ______ Records results accurately. ______ Makes an accurate chart and uses it to report the strength of wind observed each day. Observations and Rubric Score 3 2 1 0
  12. 12. To the Teacher AG xii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Scoring a Performance Task The scoring system used for performance tasks in this Assessment Guide is a 4-point scale that is compatible with those used by many state assessment programs. You may wish to modify the rubrics as a 3- or 5-point scale. To determine a student’s score on a performance task, review the indicators checked on the rubric and then select the score that best represents the student’s overall performance on the task. 4-Point Scale Excellent Achievement Adequate Achievement Limited Achievement Little or No Achievement 3 2 1 0 How to Convert a Rubric Score into a Grade If, for grading purposes, you want to record a letter or numerical grade rather than a holistic score for the student’s performance on a task, you can use the following conversion table. Holistic Score Letter Grade Numerical Grade 3 A 90–100 2 B 80–89 1 C 70–79 0 D–F 69 or below Developing Your Own Rubric From time to time, you may want to either develop your own rubric or work together with your students to create one. Research has shown that significantly improved performance can result from student participation in the construction of rubrics. Developing a rubric for a performance task involves three basic steps: (1) Identify the inquiry skills that are taught in the chapter and that students must perform to complete the task successfully, and identify what understanding of content is also required. (2) Determine which skills and understandings are involved in each step. (3) Decide what you will look for to confirm that the students have acquired each skill and understanding you identified. Edit File
  13. 13. To the Teacher AG xiii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Classroom Observation “Kid watching” is a natural part of teaching and an important part of evaluation. The purpose of classroom observation in assessment is to gather and record information that can lead to improved instruction. In this booklet, you will find an Observation Checklist (p. AG xv) on which you can record noteworthy observations of students’ ability to use science inquiry skills. Using the Observation Checklist • Identify the skills you will observe. Find out which inquiry skills are introduced and reinforced in the chapter. • Focus on only a few students at a time. You will find this more effective than trying to observe the entire class at once. • Look for a pattern. It is important to observe a student’s strengths and weaknesses over a period of time to determine whether a pattern exists. • Plan how and when to record observations. Decide whether to —record observations immediately on the checklist as you move about the room or —make jottings or mental notes of observations and record them later. • Don’t agonize over the ratings. Students who stand out as particularly strong will clearly merit a rating of 3 (“Outstanding”). Others may clearly earn a rating of 1 (“Needs Improvement”). This doesn’t mean, however, that a 2 (“Satisfactory”) is automatically the appropriate rating for the rest of the class. For example, you may not have had sufficient opportunity to observe a student demonstrate certain skills. The checklist cells for these skills should remain blank under the student’s name until you have observed him or her perform the skills. Edit File
  14. 14. To the Teacher AG xiv Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company • Review your checklist periodically, and ask yourself questions such as these: What are the student’s strongest/weakest attributes? In what ways has the student shown growth? In what areas does the class as a whole show strength/weakness? What kinds of activities would encourage growth? Do I need to allot more time to classroom observation? • Use the data you collect. Refer to your classroom observation checklists when you plan lessons, form groups, assign grades, and confer with students and family members.
  15. 15. Date ______________________________________ To the Teacher AG xv Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Observation Checklist Rating Scale Outstanding Needs Improvement Satisfactory Not Enough Opportunity to Observe Names of Students Inquiry Skills Observe Compare Classify/Order Gather, Record, Display, or Interpret Data Use Numbers Communicate Plan and Conduct Simple Investigations Measure Predict Infer Draw Conclusions Use Time/Space Relationships Hypothesize Formulate or Use Models Identify and Control Variables Experiment 3 1 2 Edit File
  16. 16. To the Teacher AG xvi Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Using Student Self-Assessment Researchers have evidence that self-evaluation and the reflection it involves can have positive effects on students’ learning. To achieve these effects, students must be challenged to reflect on their work and to monitor, analyze, and control their own learning—beginning in the earliest grades. Frequent opportunities for students to evaluate their performance build the skills and confidence they need for effective self-assessment. A trusting relationship between the student and the teacher is also essential. Students must be assured that honest responses can have only a positive effect on the teacher’s view of them and that responses will not be used to determine grades. Three checklists are found in this Assessment Guide. One is Self-Assessment—Active Reading: a form that leads students to reflect on and evaluate their role as active readers. The second is the Experiment/Project Summary Sheet: a form to help students describe and evaluate any projects or activities they may have designed or conducted as independent inquiry. The third is the Self Assessment—My Science Notebook: a form to help students evaluate how well they use their student notebooks. Using Self-Assessment Forms • Explain the directions. Discuss the forms and how to complete them. • Encourage honest responses. Be sure to tell students that there are no “right” responses to the items. • Model the process. One way to foster candid responses is to model the process yourself, including at least one response that is not positive. Discuss reasons for your responses. • Be open to variations in students’ responses. Negative responses should not be viewed as indicating weaknesses. Rather, they confirm that you did a good job of communicating the importance of honesty in self- assessment. • Discuss responses with students. You may wish to clarify students’ responses in conferences with them and in family conferences. Invite both students and family members to help you plan activities for school and home that will motivate and support students’ growth in science. Edit File
  17. 17. Name ____________________________________ AG xvii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Self-Assessment Active Reading Think About It Are you an Active Reader? To find out, read each sentence. Does the sentence tell about you? Circle “Yes” or “No.” If you are not sure, circle the ?. 1. I often stopped to think about what I read. Yes ? No 2. When I did not understand something, I put a ? near it. Yes ? No 3. I followed the directions for Active Reading on each page. Yes ? No 4. I took time to study the pictures. Yes ? No 5. I made notes in my book to help me remember things. Yes ? No 6. I wrote answers for almost everything in Sum It Up! Yes ? No This is how being an Active Reader helped me. _______________________________________________ _______________________________________________ This is what I will do to be a more Active Reader next time. _______________________________________________ _______________________________________________ Edit File
  18. 18. Name ______________________________________ AG xviii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Experiment/Project Summary Sheet My Experiment/Project You can tell about your science project or experiment by completing the following sentences. 1. My experiment/project was about _________________ ____________________________________________ 2. I worked on this experiment/project with ____________ ____________________________________________ 3. I gathered information from these sources: __________ ____________________________________________ 4. The most important thing I learned from doing this experiment/project is ___________________________ ____________________________________________ 5. I think I did a (an) ___________ job on my experiment/ project because _______________________________ ____________________________________________ 6. I’d also like to tell you ___________________________ ____________________________________________ Edit File
  19. 19. Name ____________________________________ AG xix Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Self-Assessment My Science Notebook Think About It Do you keep a Science Notebook? Circle “Yes” or “No” to tell about your Science Notebook. If you are not sure, circle the ?. 1. I am making a table of contents in the front of my notebook. Yes ? No 2. I am making an index in the back of my notebook. Yes ? No 3. I write plans for investigations in my notebook. Yes ? No 4. I put notes and drawings in my notebook. Yes ? No 5. I write questions I have about science in my notebook. Yes ? No 6. I use my notebook to help me remember what I have learned. Yes ? No This is what I like about my Science Notebook. _______________________________________________ _______________________________________________ This is what I will do to make my Science Notebook better. _______________________________________________ _______________________________________________ Edit File
  20. 20. To the Teacher AG xx Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Portfolio Assessment A portfolio is a showcase for student work, a place where many types of assignments, projects, reports, and writings can be collected. The work samples in the collection provide “snapshots” of the student’s efforts over time, and taken together they reveal the student’s growth, attitudes, and understanding better than any other type of assessment. However, portfolios are not ends in themselves. Their value comes from creating them, discussing them, and using them to improve learning. The purpose of using portfolios in science is threefold: • To give the student a voice in the assessment process. • To foster reflection, self-monitoring, and self-evaluation. • To provide a comprehensive picture of a student’s progress. Portfolio Assessment in ScienceFusion In ScienceFusion, students may assemble portfolio collections of their work. The collection may include a few required papers, such as tests, performance tasks, lab response pages, and Experiment/Project Summary Sheets. From time to time, consider including other measures (Science Experiences Record, Self-Assessment—Active Reading, Self-Assessment—My Science Notebook). The Science Experiences Record, for example, can reveal insights about student interests, ideas, and out-of-school experiences (museum visits, nature walks, outside readings, and so on) that otherwise you might not know about. Materials to help you and your students build portfolios and use them for evaluation are included in the pages that follow. Edit File
  21. 21. To the Teacher AG xxi Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Using Portfolio Assessment • Explain the portfolio and its use. Describe how people in many fields use portfolios to present samples of their work when they are applying for a job. Tell students that they can create their own portfolio to show what they have learned, what skills they have acquired, and how they think they are doing in science. • Decide what standard pieces should be included. Encourage students to identify a few standard, or “required,” work samples that they will include in their portfolios, and discuss reasons for including them. The Student Task sheets for the performance assessments in this Assessment Guide, for example, might be standard samples in the portfolios because they show students’ ability to use inquiry skills and critical thinking skills. Together with your class, decide on the required work samples that everyone’s portfolio will include. • Discuss student-selected work samples. Point out that the best work to select is not necessarily the longest or the neatest. Rather, it is work the student believes will best demonstrate his or her growth in science understanding and skills. • Establish a basic plan. Decide about how many work samples will be included in the portfolio and when they should be selected. Ask students to list on the Guide to My Science Portfolio (p. AG xxiii) each sample they select and to explain why they selected it. • Tell students how you will evaluate their portfolios. Use a blank Portfolio Evaluation Checklist to explain how you will evaluate the contents of a portfolio. • Use the portfolio. Use the portfolio as a handy reference tool in determining students’ science grades and in holding conferences with them and family members. You may wish to send the portfolio home for family members to review.
  22. 22. Name ______________________________________ AG xxii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Experiences Record My Science Experiences Date What I Did What I Thought or Learned Edit File
  23. 23. Name ______________________________________ AG xxiii Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Guide to My Science Portfolio My Science Portfolio What Is in My Portfolio Why I Chose It 1. 2. 3. 4. 5. 6. 7. I organized my Science Portfolio this way because __________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Edit File
  24. 24. Name ______________________________________ Date _________ To the Teacher AG xxiv Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Portfolio Evaluation Checklist Portfolio Evaluation Aspects of Science Literacy Evidence of Growth 1. Understands science concepts (scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; organisms and environments) ___________________________________ ___________________________________ ___________________________________ 2. Uses inquiry skills (observes, compares, classifies, gathers/ interprets data, communicates, measures, experiments, infers, predicts, draws conclusions) ___________________________________ ___________________________________ ___________________________________ 3. Thinks critically (analyzes, synthesizes, evaluates, applies ideas effectively, solves problems) ___________________________________ ___________________________________ ___________________________________ 4. Displays traits/attitudes of a scientist (is curious, questioning, persistent, precise, creative, enthusiastic; uses science materials carefully; is concerned for environment) ___________________________________ ___________________________________ ___________________________________ Summary of Portfolio Assessment For This Review Since Last Review Excellent Good Fair Improving About the Same Not as Good Edit File
  25. 25. Name ______________________________________ Date _________ Safety in Science Quiz AG 1 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Safety in Science Safety in Science Look at the safety tool. Identify how it keeps you safe during classroom investigations. It protects your hands. It protects your eyes. It protects your clothes. Identify why your teacher might ask you to wash your hands during a classroom investigation. to keep you from getting shocked to get rid of things that could harm your skin and eyes to keep things from getting broken A student is starting a classroom investigation. She is using new materials. Identify how she can learn to use the materials. follow other students do what she thinks is best ask the teacher to show her how to handle them During an outdoor investigation you get a few grains of sand in your eyes. Your eyes start to water and sting. Identify which safety practice you should have followed. wearing safety goggles wearing a lab apron wearing gloves Quiz Edit File
  26. 26. Name ______________________________________ Date _________ Safety in Science Quiz AG 2 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Safety in Science Handling insects during outdoor investigations can leave germs on your hands. Identify which safety practice you should follow when handling insects. Handle insects with the tips of your fingers. Wash your hands after handling insects. Bring insects into the classroom before viewing them. You collect water from a pond using glass tubes during an outdoor investigation. Identify what you should do if a tube breaks. try to clean up the glass pretend like you did not break the glass tell a teacher When should you show safe practices by wearing safety goggles in the classroom? when working with plants when working with water any time something could harm your eyes Which is not an outdoor science safety rule. Join in horseplay. Never taste anything. Throw away litter. You are doing an outdoor investigation. Which shows that you are using materials correctly? wasting paper towels cleaning plastic beakers leaving tools outdoors
  27. 27. Name ______________________________________ Date _________ Safety in Science Quiz AG 3 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Safety in Science Which is not an indoor science safety rule. Tell your teacher if you break something Wipe up spills right away. Touch electric outlets. Your class is collecting leaves outdoors. When should you do the safe practice shown below? later that night after you have finished handling the leaves while you are writing up your observations Your class is collecting insects outdoors. How would you show a safe way to collect the insects? Use a collecting net to pick up the insects. Use your hands to pick up the insects. Use a hand lens to pick up the insects. Your lab partner has long hair. What should she do to show a safe practice during an investigation? She should let her hair hang loose. She should not do the investigation. She should pull back her hair.
  28. 28. Name ______________________________________ Date _________ Safety in Science Quiz AG 4 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Safety in Science Which of these is a safe practice you could do to keep harmful things from getting in your mouth or eyes after a classroom investigation? washing your hands sweeping up glass keeping good notes Which of these outdoor safety rules does not explain how you can dress right to stay safe? wear sandals wear clothes that are right for outdoors wear shoes that are right for outdoors
  29. 29. Name ______________________________________ Date _________ Safety in Science Quiz AG 5 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Safety in Science Write the answers to these questions. Describe why it is important to follow safe practices during classroom and outdoor investigations. __________________________________________________ __________________________________________________ Your class is doing an outdoor investigation. You are collecting soil samples from around your school. Identify two safety practices you should follow either during or after your investigation. __________________________________________________ __________________________________________________ You are using glass containers during a classroom investigation. Describe a safe practice you can use to avoid getting hurt during the investigation. __________________________________________________ __________________________________________________
  30. 30. Name ______________________________________ Date _________ Science Tools Quiz AG 6 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools Science Tools You want to identify plants by examining the tiny markings on their stems and leaves. Which of these tools would you use to collect the information? a ruler a hand lens a thermometer Use the ruler to collect information about the length of the pencil. About how long is the pencil? 1 inch 2 inches 3 inches One of the tools you use in the classroom is a balance. In which unit does a balance measure? degrees grams inches You pour some liquid into a plastic beaker like the one shown. The beaker has lines and markings printed on the side. What kind of information can you collect using these markings? height volume weight Quiz Edit File
  31. 31. Name ______________________________________ Date _________ Science Tools Quiz AG 7 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools Your classmate dips a magnet into a bowl of small round objects. The objects all stick to the magnet. What information can you tell about the objects? They are very hot. They are made of metal. They are made of plastic. Trey uses a collecting net for an investigation. Which of the following things is he probably investigating? butterflies rainwater soil Which tool can you use to record information about an investigation? a notebook a telescope a hand lens Your teacher asks you to collect information for an investigation. He asks you to use this tool. What should you be sure to do? Wear your safety goggles. Have your eyes checked. Collect information only during daylight hours. What kind of information can you collect using this tool? temperature time weight
  32. 32. Name ______________________________________ Date _________ Science Tools Quiz AG 8 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools You do an investigation where you mix two liquids together. How can you use a clock to collect information about the liquids? to time how long it takes the liquids to change color to measure the volume of the liquids to measure the temperature of the liquids What kind of weather information can a scientist collect with this tool? wind direction when it will rain next how sunny it is outside You are observing plant growth. Which material will you need to make an environment for living plants? rocks sticks soil Which tool would you use to record information about time? a balance a hand lens a stopwatch Which tool can you use to record when you are doing an investigation? a balance a notebook a stopwatch
  33. 33. Name ______________________________________ Date _________ Science Tools Quiz AG 9 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools For which investigation would you use a clock to time and record information? the number of months for a plant to grow the number of days for a plant to germinate the number of hours for a liquid to change color You use a stopwatch to record data. Which unit is best recorded with a stopwatch? days hours seconds You use a thermometer to observe and record weather information. What type of data will you record? degrees meters seconds You want to collect information about the life cycles of insects. What tool can you use? a balance a computer a hand lens How can a hand lens help you compare information? It helps you to see small things more clearly. It helps you to see things that are far away. It helps you to see colors in more shades. How could you compare two things using a ruler? compare their masses compare their speeds compare their lengths
  34. 34. Name ______________________________________ Date _________ Science Tools Quiz AG 10 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools Your teacher asks you to compare the masses of two objects. Which tool will you need to use? a balance a measuring cup a ruler What information can you collect by looking at the liquids in the beakers? The liquids have the same texture. The liquids are the same temperature. There is the same amount of liquid in each beaker. You compare two objects using a magnet. What can you find out about the objects by using a magnet? if the objects have the same mass if the objects are magnetic if the objects are the same size Which of these tools is not used for collecting or comparing volumes of liquids. a balance a beaker a measuring cup
  35. 35. Name ______________________________________ Date _________ Science Tools Quiz AG 11 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools A clock was used to record the time it took three turtles to move around a track. Compare the times it took the turtles to complete three laps in the table below. Which turtle was the fastest? Starting time Time after lap 1 Time after lap 2 Time after lap 3 Turtle 1 1:00 p.m. 1:48 p.m. 2:30 p.m. 3:45 p.m. Turtle 2 1:00 p.m. 1:25 p.m. 2:10 p.m. 2:55 p.m. Turtle 3 1:00 p.m. 1:55 p.m. 2:40 p.m. 3:55 p.m. Turtle 1 Turtle 2 Turtle 3 Your teacher uses a stopwatch to time how long it takes three different objects to melt. He starts the stopwatch at 0:00 and notes the time each object finishes melting. Which object melted slowest? Start time End time Object 1 0:00 0:36 Object 2 0:00 0:29 Object 3 0:00 0:38 Object 1 Object 2 Object 3
  36. 36. Name ______________________________________ Date _________ Science Tools Quiz AG 12 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools Leah uses a rain gauge to compare the amount of rain that falls each month in her town over the summer. She records the amounts in this table. Month Amount of water present in centimeters June 6 July 4 August 2 Which month had the most rain? June July August A class wants to compare the weights of different rocks. How can they compare the weights? They can observe the rocks with a hand lens. They can measure the rocks with a scale. They can measure the rocks with a ruler. You want to measure the lengths of two worms, but you do not have a ruler. Which non-standard unit would be best to use to measure the worms? a backpack a textbook a paper clip Which non-standard unit would be best to use to compare the heights of two people? a shoe a paper clip a sweater Which non-standard unit would be best to use to compare the heights of two desks? a book a paper clip a gardening hose
  37. 37. Name ______________________________________ Date _________ Science Tools Quiz AG 13 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools What kind of information would you collect with the tool below? information about leaves information about wind information about stars Which tool would you use if you wanted to measure in centimeters? a balance a ruler a thermometer Which tool would you use to collect information about a sample of water? a collecting net a plastic beaker a tape measure Your teacher uses a thermometer to collect weather information. What is your teacher measuring? rainfall temperature wind
  38. 38. Name ______________________________________ Date _________ Science Tools Quiz AG 14 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools Write the answers to these questions. Sam collects rainfall for two days. He records his results in a notebook. Compare the rainfall he collected on Tuesday and Wednesday. __________________________________________________ __________________________________________________ __________________________________________________ Describe how you could use a computer and a hand lens to collect information about flowers growing around your school. __________________________________________________ __________________________________________________ __________________________________________________
  39. 39. Name ______________________________________ Date _________ Science Tools Quiz AG 15 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Science Tools Why is it useful to write a conclusion in your science notebook after you do an investigation? __________________________________________________ __________________________________________________ __________________________________________________ You use a balance to collect information about the mass of a rock. The results are shown in the picture below. What is the mass of the rock? __________________________________________________ Use the paper clips to collect information about the crayon. How many paper clips long is the crayon? __________________________________________________ __________________________________________________
  40. 40. Name ______________________________________ Date _________ Performance Assessment AG 16 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Safety in Science and Science Tools P E R F O R M A N C E A S S E S S M E N T Science Tools and Safety Procedure Look at the science tools that have been gathered by your teacher—a hand lens, a ruler, a balance, a plastic beaker, a magnet, a collecting net, safety goggles, a clock, and a stopwatch. Write a plan that shows how you will use the tools to collect and compare information about classroom objects, outdoor objects, or classroom events. Have your teacher approve your plan. Demonstrate safe practices. Put on your safety goggles. Wash your hands when you need to. Use materials safely. Follow the plan you wrote. Demonstrate the correct way to use each tool. Then use each tool to collect and compare information about the objects and events. Record and compare what you found using a notebook and a computer. If you have questions about what you found, use a computer to collect more information. Materials notebook computer science tools classroom objects Student Task Edit File
  41. 41. Name ______________________________________ Date _________ Performance Assessment AG 17 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Safety in Science and Science Tools P E R F O R M A N C E A S S E S S M E N T Science Tools and Safety Materials Performance Task sheets; science notebooks; computers; science tools, including the following: hand lenses, rulers, balances, plastic beakers, magnets, collecting nets, safety goggles, clocks, stopwatches; classroom objects Time 60 minutes Suggested Grouping small groups Inquiry Skills demonstrate, collect and compare data, record data, communicate Preparation Hints Gather appropriate classroom objects for children to investigate. Identify safe places outside where children can collect information about outdoor objects. You may want to review how to use some of the tools before children write their plans. Introduce the Task Ask children to examine the science tools you have gathered. Tell them that scientists use a variety of tools to collect, record, and compare information. Ask if there are any tools they are unfamiliar with. Take a moment to describe and demonstrate the tools children do not recognize. Tell children they will use each tool to collect and compare information about objects and events. Then they will record their findings in their science notebooks and on a computer. Promote Discussion Ask children to think about how difficult it would be for scientists to learn if they did not have tools. Ask them to describe how a scientist might collect information if they did not have tools. Ask them why it is important to record the data they collected. Scoring Rubric Performance Indicators ______ Demonstrates safe practices by correctly wearing goggles, washing hands, and using materials appropriately. ______ Correctly demonstrates use of science tools. ______ Uses science tools appropriately to collect and compare information. ______ Uses a notebook and a computer to record, compare, and collect information. Observations and Rubric Score 3 2 1 0 Teacher’s Directions
  42. 42. Name ______________________________________ Date _________ Cumulative Test A AG 151 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test What do this girl and this plant both need to survive? rocks soil water 2.9A What is the last stage in the life cycle of a plant? adult seed seedling 2.10B Test A Edit File
  43. 43. Name ______________________________________ Date _________ Cumulative Test A AG 152 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A Which objects are part of the solar system? the stars, the planets, and the planets’ moons the sun, the planets, and the planets’ moons the moon, the planets, and the constellations 2.8D The table below shows how to model night and day. Steps 1. Put a lamp on a table. 2. Turn on the lamp. 3. Put a globe by the lamp. 4. Spin the globe. Which step will show the cause of night and day? Step 1 Step 3 Step 4 2.8D
  44. 44. Name ______________________________________ Date _________ Cumulative Test A AG 153 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A Look at the picture of the plant below. What adaptation keeps the plant from being eaten? flower stem thorns 2.10B Think about how magnets are used in everyday life. How are magnets used in travel? to fuel cars to move some kinds of trains to move bicycles 2.6B
  45. 45. Name ______________________________________ Date _________ Cumulative Test A AG 154 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A How is the insect using the leaf in this picture? It is using the leaf for air. It is using the leaf for food. It is using the leaf for shelter. 2.9C Patty has a tree in her backyard. She sees that the tree stops growing in winter. What is happening to the tree? The tree is migrating. The tree is going through dormancy. The tree is hibernating. 2.9B
  46. 46. Name ______________________________________ Date _________ Cumulative Test A AG 155 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A What do seeds need in order to germinate? rocks shade water 2.9A How does this animal reproduce? Its young are born live. Its young hatch from eggs. The animal does not reproduce. 2.10A
  47. 47. Name ______________________________________ Date _________ Cumulative Test A AG 156 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A You want to build a model of an insect using balls of clay. How many balls will you need for the body parts of the insect? one two three 2.10A You are not sure whether it is cold enough to wear gloves. Identify the important weather information you would check to help you make this choice in clothing. cloud cover precipitation temperature 2.8B
  48. 48. Name ______________________________________ Date _________ Cumulative Test A AG 157 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A Explore what different scientists do. What do both geologists and botanists do? study how plants respond to their environment explore the world around them study earthquakes 2.3C Look at the ice cube. How would you classify this matter? solid liquid gas 2.5A
  49. 49. Name ______________________________________ Date _________ Cumulative Test A AG 158 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A There is less light outside as the sun sets. How does this affect how trees appear? Their color looks dimmer. Their color looks brighter. They appear smaller. 2.6A What property of the rocks below can you observe and describe with your sense of sight alone? mass size texture 2.7A
  50. 50. Name ______________________________________ Date _________ Cumulative Test A AG 159 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A You want to explore how the different steps in the water cycle are connected to weather. How is evaporation connected to weather? Evaporation causes water to change to a gas. The gas condenses and forms clouds. Evaporation causes water to fall as rain. Evaporation causes gas to change to drops of water. 2.8C Observe the picture. How is the magnet being used in everyday life? It is helping make pictures. It is holding up pieces of paper. It is sorting items. 2.6B
  51. 51. Name ______________________________________ Date _________ Cumulative Test A AG 160 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test A Emma wants to conserve water. Identify a way she can use less water in her home. She can recycle paper. She can reuse plastic bottles. She can turn off a faucet while she brushes her teeth. 2.1C Observe the texture of the three rocks. Which rock has a smooth texture? Rock A Rock B Rock C 2.7A
  52. 52. Name ______________________________________ Date _________ Answer Sheet AG 161 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Answer Sheet Cumulative Test A Mark one answer for each question. Edit File
  53. 53. Name ______________________________________ Date _________ Cumulative Test B AG 162 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test Victor wants to find the weight of some bananas. Which tool should he use? 2.4A During which stage of a ladybug’s life cycle does the ladybug make a hard covering? egg larva pupa 2.10C Test B Edit File
  54. 54. Name ______________________________________ Date _________ Cumulative Test B AG 163 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Cam’s books make her backpack too heavy to carry. What should she do first to find a solution to her problem? brainstorm ideas build a solution test a solution 2.3A You plant a bean seed in a cup of soil. Which plant part will grow from the seed first? flowers leaves roots 2.10B
  55. 55. Name ______________________________________ Date _________ Cumulative Test B AG 164 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Look at the plant part that the arrow points toward. How does this part help the plant live and grow? It makes seeds that may grow into new plants. It takes in air, water, and sunlight to make food. It takes in nutrients and carries the nutrients to the stem. 2.10B How does a thick waxy stem help a plant survive? It keeps the plant warm in a cold environment. It helps the plant store water in a dry environment. It protects the plant against animals that want to eat it. 2.10B
  56. 56. Name ______________________________________ Date _________ Cumulative Test B AG 165 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Which picture shows a liquid? 2.5A Which change happens when water is heated on a stove? condensation evaporation freezing 2.5B
  57. 57. Name ______________________________________ Date _________ Cumulative Test B AG 166 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Before which activity would it be important to check the weather information for the day? bowling at a bowling alley a race in a city park a basketball game at a school gym 2.8B How can this bee help the plant? by eating nectar from the plant by breathing in oxygen from the plant by spreading the plant’s pollen to other plants 2.9C
  58. 58. Name ______________________________________ Date _________ Cumulative Test B AG 167 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B This diagram shows the orbits of planets. Which planet takes the longest time to make one orbit? Mars Saturn Venus 2.8D Which object would you classify as least flexible? pencil paper clip rubber band 2.5A
  59. 59. Name ______________________________________ Date _________ Cumulative Test B AG 168 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Identify which kind of weather would be safest for traveling by bicycle. sunny and warm rainy and windy snowy and cold 2.8B Look at the picture. Trace how the position of the ball changes. Where on the hill would the ball move slowest? at the top of the hill in the middle of the hill at the bottom of the hill 2.6C
  60. 60. Name ______________________________________ Date _________ Cumulative Test B AG 169 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Identify how more rain in spring affects plants. Plant leaves fall off. New plant leaves grow. Plants go into dormancy. 2.9B Look at the picture. Which can you tell by observing the rocks? Each rock has a different use. The rocks have different colors and textures. One rock is larger in size than the other two. 2.7A
  61. 61. Name ______________________________________ Date _________ Cumulative Test B AG 170 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Rainwater falls on soil. How does water move from the soil to a plant’s leaves? Water moves from the roots to the stem to the leaves. Water moves from the stem to the roots to the leaves. Water moves from the flowers to the stem to the leaves. 2.10B Which describes matter by its texture? bright, dull, colorful rough, smooth, bumpy hot, cold, warm 2.5A
  62. 62. Name ______________________________________ Date _________ Cumulative Test B AG 171 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Cumulative Test B Observe these rocks by color. Which rocks would you group together by color? Rock A, Rock B Rock B, Rock D Rock C, Rock D 2.7A Which property was used to classify these objects? shape size temperature 2.5A
  63. 63. Name ______________________________________ Date _________ Answer Sheet AG 172 Grade 2 • Assessment Guide © Houghton Mifflin Harcourt Publishing Company Answer Sheet Cumulative Test B Mark one answer for each question. Edit File

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