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Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
Phases of the moon
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Phases of the moon

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4th Grade Science and Language Arts

4th Grade Science and Language Arts

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  • 1. Assessment Photo Album Phases of the Moon4th Grade Science & Writing Learning Goals Diagnostic assessment Formative assessment Performance AssessmentRubric for Performance Assessment Paper-and-pencil assessments
  • 2. LEARNING GOALS Florida Sunshine State Standard4.E.5.2—Describe the changes in the moon over about a month.The learning goal is to describe the changes in the moon for about a month . This works with learning about the eight phases of the moon. Students will learn about the eight phases of the moon first before describing the moon for about a month. Students will watch a video on the eight phases of the moon. Students will work in groups to understand when each phase happens. Students will be allowed to use the information gained from their groups to describe the phases of the moon during their night observations.
  • 3. Diagnostic assessmentsScience Night & Classroom Performance System• Science Night was created for data that can be sent to the National Aeronautics and Space Administration (NASA) and the National Oceanic and Atmospheric (NOAA) for research on certain unit plan. There are twelve scheduled Science Nights throughout the school year. There is a Science Night before the unit begins and a Science Night when the unit ends. Family and students get a chance to review with their feedback on what is being taught for the upcoming unit. Parents are required or asked to turn in a questionnaire before leaving. The questionnaire has twenty questions on it for the purpose of finding out what the family knows or thinks about the upcoming unit. There are ten questions about each subject that is being taught in the unit plan. • The classroom performance system (CPS) is more of a motivation tool that an assessment. CPS is a response system which I obtain immediate feedback from students. I use it to check for comprehension and understanding. CPS helps increase student preparation, interactivity and active learning so they can receive immediate feedback and knows what their understanding level is. CPS allows me to administer quizzes and tests, and provide immediate feedback to the students where it is needed during the unit.
  • 4. Description of formative assessmentsThe G.R.A.S.P. for my assessment is that their goal is to help NASA scientist in figuring out what is amiss with the Moon. The role of the student is that they are scientist now and must watch to see if there is any type of problems with the moon. The most important audience for this assessment is the scientist at NASA and any other geek that is there. Scientistfrom NASA has asked that the students observe the moon for a period of a month. The situation is to help the scientist figure out what is really going on with the moon. Since Florida is below sea level and lately the moon has been changing colorsthe scientist want the students to see what is going on. Product for this assessment is the journals that the students will be creating to observe the moon, the observation goes along with the process of what is better known as kid watching and thepurpose of this assessment is to inform NASA of what is going on with the moon. All of this is an ongoing formative assessment.
  • 5. Outline of Performance AssessmentThe fourth grade science group has been contacted by scientist to check on the moon for about a month.Students are asked to observe the moon to see if there is anything amiss with the moon. Students will observe alleight phases of the moon and document their work with times and dates to support their observations. Students will then transfer their written journal observation to their science e-portfolios. After discussing thisobservation with their assigned science groups’ students will write a five paragraph essay on their observation as per the science performance writing rubric.
  • 6. Rubric for Performance AssessmentPhases of the EXCEEDS MEETS •DOES NOTMoon •MEET 3 2 •1FOCUSED ON TARGET The writing is focused on the The writing is generally •The writing may only topic, has a logical focused on the topic, although minimally address the topic organizational pattern it may contain some because there is little, if any, (including a beginning, middle, extraneous or loosely related development of supporting conclusion, and transitional information. The assignments ideas, and unrelated devices), and has ample and/or notes are somewhat in information may be included. development of the supporting a logical or numerical The assignments and/or notes ideas. All assignment and/or sequence. are not in a logical or notes are kept in a logical or numerical sequence. numerical sequence. Accurate description of the Description is somewhat •Inaccurate description of theDESCRIPTION moon with excellent word accurate with some of the time moon and limited word choice and meanings. Time and and dates missing from the choice. No time or date written date are noted in the writing to writing to give a clear sense of down to note the observation give a clear sense of taking the phases of the moon. of the moon. place.VOICE Writes with a Writer uses •Writer’s voice/ distinct, unique voice/point of •point of view voice/point of view. Writes with •shows no sense of view. Writing is the understanding •audience. skillfully adapted of a specific to the audience. audience.CONTENT/IDEAS Writing is confident Writes related, •Writing is and clearly quality •extremely limited focused. It holds the reader’s paragraphs, with •in communicating attention. little or no details. •knowledge, with Relevant details •no central theme. enrich writing.
  • 7. Paper-and-pencil assessments • PropositionEach month our Moon passes through eightphases. These phases are named after how muchof the moon we can see, and whether theamount visible is increasing, or decreasing eachday.
  • 8. Paper-and-pencil assessments • True True/False Item:• A true true/false item is the proposition itself or part of the proposition. – There are eight phases of the moon? TRUE
  • 9. Paper-and-pencil assessments • False True/False Item:• A false true/false item is the proposition or part of the proposition, in which part of the proposition is false. The eight phases of the moon are named after what we can’t see? FALSE
  • 10. Paper-and-pencil assessments • Short Answer or Fill-in-the-Blank Item• Fill in the blanks of the eight phases of the moon. Starting with the first phase and ending with the last phase. The first phase of the moon is __________. I am the second phase of the moon and my name is waxing crescent. The third phase of the moon and my name is ______________________________. The fourth phase of the moon is what I am and that is __________________________. I and my two friends follow the fourth phase of the moon we are __________and _______________________________. Finally, we are at the last two phases of the moon, I go with the word last __________________, but I’m not the final phase which is ____________________________.
  • 11. Paper-and-pencil assessments • Multiple-Choice Item- DThe eight phases of the moon are:A. New, crescent, second quarter, waxing gibbous, full, waning gibbous, last quarter and waning crescent.B. New, waxing crescent, first quarter, second quarter, full, last quarter, and waning crescent.C. Last quarter, waxing gibbous, full, first quarter, waning gibbous, and new.D. New, waxing crescent, first quarter, waxing gibbous, full, waning gibbous, last quarter, and waning crescent.
  • 12. Paper-and-pencil assessments • Essay Item• Describe the eight phases of the moon from your own observations.

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