Online&Resource&3:&LISELL&Inquiry&Assessments&and&Rubrics&
&
!
Includes!the!full!versions!of!both!forms!(pink!and!blue)!of!the!LISELL!constructed!
response!inquiry!assessment!question!booklets,!answer!booklets!and!rubrics.!
&
&
&
&
!
LISELL Science Inquiry Assessment
Test Booklet (blue)
Examén (azul)
1. Julio sets up an experiment to test how candles burn when placed in covered jars. The
picture below shows the experiment that Julio set up. In the answer book, list 3 variables in
the experiment about the burning candles. Remember that a variable is anything that changes
during an experiment.
1. Julio organiza un experimento para determinar cómo se queman las velas en frascos
cubiertos. La imagen de arriba muestra el experimento que Julio diseñó. Enlista en tu libro de
respuestas 3 variables del experimento de las velas que se queman. Recuerda que una
variable es cualquier cosa que cambia durante un experimento.
2"
2. Plants need light to grow. You wonder if different types of light affect how much a plant
will grow. You decide to design an experiment to find out. Think about the experiment you
would design to test how different types of light affect plant growth.
a) What is the Independent Variable in your experiment about growing plants? (The
independent variable is the variable that you change or manipulate)
b) What is the Dependent Variable in your experiment about growing plants? (The
dependent variable is the variable that changes in response to the independent variable)
c) List 2 other Variables you will need to control in your experiment.
d) Then, use scientific language to describe your experiment about growing plants.
2. Las plantas necesitan luz para crecer. Te preguntas si diferentes tipos de luz afectan la
cantidad de crecimiento en las plantas. Decides hacer un experimento para probar esta
pregunta. Piensa en un experimento que podrías hacer para averiguar cómo diferentes típos
de luz afectan el crecimiento de las plantas.
a) ¿Cuál es la variable independiente en tu experimento sobre el crecimiento de las plantas?
(Recuerda que la variable independiente es la variable que cambias o manipulas)
b) ¿Cuál es la variable dependiente en tu experimento sobre el crecimiento de las plantas?
Recuerda que la variable dependiente es la que cambia en respuesta a la variable
independiente)
c) Menciona al menos 2 variables que tendrás que controlar en tu experimento.
d) Después, usando lenguaje científico, describe el experimento sobre el crecimiento de las
plantas que diseñarías.
3"
3. In the picture below there are 2 balls of different sizes. You want to know if the balls will
roll down the ramp at different speeds. In the table, answer the following questions:
a) What is your hypothesis about whether or not the balls will roll down the ramp at different
speeds? (A hypothesis is your prediction of what should happen based on things you already
know.)
b) List 2 observations you could make to test your hypothesis about whether or not the balls
will roll down the ramp at different speeds.
3. En la imagen de arriba hay 2 bolas de diferente tamaño. Necesitas saber si las bolas van a
descender por la rampa a diferentes velocidades. Responde a las siguientes preguntas en la
tabla:
a) ¿Cuál es tu hipótesis acerca de si las bolas descenderán por la rampa a diferentes
velocidades? (Una hipótesis es tu predicción sobre lo que debería ocurrir de acuerdo a las
cosas que tú sabes).
b) Enlista 2 observaciones que podrías hacer para probar tu hipótesis sobre si las bolas
descenderán por la rampa a diferentes velocidades.
4"
4. You notice that a lot of people wear light color clothing when the weather is hot. You
decide to set up an experiment to study why. You use thermometers to take the temperature of
two buckets of water before and after the buckets sit in the sun on a hot day. The data are
shown below. In the table, answer the following questions:
a) What is your hypothesis about why people wear light color clothing in hot weather?
b) List 2 observations you can make based on the data from your experiment.
c) Then, on the lines, use scientific language to explain how you would use your
observations as evidence to support or reject your hypothesis.
"
Before/Antes"
Black/negro"25o"C"
White/blanco"25o"C"
"
"
"
"
"
After/Después"
Black/negro"35o"C"
White/blanco"28o"C"
"
4. Tu has dado cuenta de que muchas personas usan ropa de colores claros cuando hace
mucho calor. Decides hacer un experimento para entender porque. Usas termómetros para
tomar la temperatura de dos cubetas de agua antes y después de que las cubetas hayan sido
expuestas al sol en un día caluroso. La información se muestra arriba en la imagen.
Responde a las siguientes preguntas en la tabla:
a) ¿Cuál es tu hipótesis acerca de por qué las personas visten ropa de colores claros en días
calurosos?
b) Enlista 2 observaciones que puedas hacer basándote en los datos obtenidos con tu
experimento.
c) Después, en los renglones, usa lenguaje científico para describir como usarías tus
observaciones como evidencia para apoyar o rechazar tu hipótesis.
5"
5. You can use a globe (representing the Earth) and a light bulb (representing the Sun) to
demonstrate why the length of day changes on Earth. In the table, complete the following ifthen statements to explain why the length of day changes.
a) If the Northern Hemisphere of the Earth is tilted toward the Sun, then ….. (describe how
this affects the length of day)
b) If the Northern Hemisphere of the Earth is tilted away from the Sun, then ….. (describe
how this affects the length of day)
5. Se puede utilizar un globo terráqueo (que representa la Tierra) y un foco (que representa el
Sol) para demostrar por qué cambia la duración del día en la Tierra. En la tabla, completa
las siguientes oraciones condicionales (Si…entonces…) para explicar por qué cambia la
duración del día en la Tierra.
a) Si el Hemisferio Norte de la Tierra está inclinado hacia el Sol, entonces... (describe como
esto affecterá la duración del día)
b) Si el Hemisferio Norte de la Tierra está inclinado al lado opuesto al Sol, entonces…
(describe como esto affecterá la duración del día)
6"
6. Maria wants to know if a rubber band and a nail can conduct electricity. She builds an
electrical circuit like the one in the picture below. First, she attaches the rubber band to the
two clips to complete the circuit. Then, she attaches the nail to the two clips to complete the
circuit. In the table, answer the following questions:
a) What is the effect of connecting the rubber band to the circuit?
b) What is the cause of this effect when the rubber band is connected?
c) What is the effect of connecting the nail to the circuit?
d) What is the cause of this effect when the nail is connected?
e) Then, on the lines, use scientific language to explain the causes and effects of what will
happen with the circuit.
6. Maria quiere saber si una liga y un clavo puedan conducir electricidad. Ella construye un
circuíto eléctrico como el que se ilustra en el diagrama de arriba. Primero, ella asegura la
liga en las pinzas conductoras para completar el circuíto. Después, ella asegura el clavo en
las pinzas para completar el circuíto. En la tabla, contesta las preguntas siguientes:
a) ¿Qué efecto produce conectar la liga al circuíto?
b) ¿Qué causaría este efecto al conectar la liga?
c)¿Qué efecto produce conectar el clavo al circuíto?
d) ¿Qué causaría este efecto al conectar el clavo?
e) Después, en las lineas, utiliza lenguaje científico para explicar las causas y efectos de lo
que ocurrirá con el circuíto.
7"
7. Imagine that you are an inventor. You just came up with a great idea for a new invention
that will make a lot of people very happy. On the answer sheet, write a paragraph that
describes your new invention and what it does. Use your knowledge of science as you
describe your invention. In your paragraph use each of the 5 academic vocabulary words
listed below at least one time. Include context clues to help the reader understand what the
academic language words mean.
similar primary indicate variable
component
7. Imagina que eres un inventor. Se te acaba de ocurrir una gran idea para un nuevo invento
que hará feliz a mucha gente. En la hoja de respuestas, escribe un párrafo que describa tu
nuevo invento y lo que hace. Utiliza tu conocimiento de la ciencia al describirlo. Utiliza al
menos una vez cada una de las 5 palabras de vocabulario académico indicadas abajo.
Incluye pistas contextuales que ayuden al lector a comprender qué significan estas palabras
de vocabulario académico.
similar
primario
indicar
variable componente
LISELL Science Inquiry Assessment
Answer Book (blue)
Libro de Respuestas (azul)
1. Burning Candles Experiment
Experimento con velas que queman
List 3 variables in Julio’s experiment about burning candles.
Menciona 3 variables en el experimento de Julio sobre velas que queman.
a)
b)
c)
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
2"
2. Plants and Light Experiment
Experimento sobre las plantas y la luz
a) What is the
Independent Variable in
your experiment about
growing plants?
Nombra la Variable
Independiente en tu
experimento sobre el
crecimiento de las plantas.
b) What is the Dependent
Variable in your experiment
about growing plants?
Nombra la Variable
Dependiente en tu
experimento sobre el
crecimiento de las plantas.
c) Name 2 other Variables
you will need to control in
your experiment.
Nombra otras 2 Variables que
necesitarás controlar en tu
experimento
d) Use scientific language to describe your experiment about growing plants.
Describe el experimento que diseñarías sobre el crecimiento de las plantas utilizando
lenguaje científico:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
3"
3. Rolling balls experiment
Experimento con bolas rodantes
a) What is your hypothesis about whether
or not the balls will roll down the ramp at
different speeds?
¿Cuál es tu hipótesis acerca de si las
bolas descenderán por la rampa a
diferentes velocidades?
b) List 2 observations you could make to
test your hypothesis.
Enlista 2 observaciones que podrías
hacer para probar tu hipótesis.
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
4"
4. Light and Dark Clothing Experiment
Experimento sobre el uso de ropa clara y obscura.
a) What is your hypothesis about why
people wear light color clothing?
¿Cuál es tu hipótesis acerca de por qué
las personas visten ropa de colores
claros en días calurosos?
b) List 2 observations you can make based
on the data from your experiment.
Enlista 2 observaciones que puedas hacer
basándote en los datos obtenidos con tu
experimento.
c) Use scientific language to explain how you would use your observations as evidence
to support or reject your hypothesis.
Usa lenguaje científico para describir como usarías la evidencia para apoyar o rechazar
tu hipótesis:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
5"
5. The Length of Day
La duración del día
a) If the Northern Hemisphere of the
Earth is tilted toward the Sun, then …..
b) If the Northern Hemisphere of the Earth is
tilted away from the Sun, then …..
Si el Hemisferio Norte de la Tierra está
inclinado hacia el Sol, entonces...
Si el Hemisferio Norte de la Tierra está
inclinado al lado opuesto al Sol, entonces…
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
6"
6. Electric circuit experiment
Experimento del circuíto eléctrico
a) What is the effect of connecting the
rubber band to the circuit?
¿Qué efecto produce conectar la liga al
circuíto?
b) What is the cause of this effect when the
rubber band is connected?
¿Qué causaría este efecto al conectar la liga?
c) What is the effect of connecting the nail
to the circuit?
¿Qué efecto produce conectar la liga al
circuíto?
d) What is the cause of this effect when the
nail is connected?
¿Qué causaría este efecto al conectar el
clavo?
e) Use scientific language to explain the causes and effects of what will happen with the
circuit:
Utiliza lenguaje científico para explicar las causas y efectos de lo que ocurrirá con el
circuíto:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
7"
7. Write your paragraph about your new invention here.
Escribe un párrafo que describa tu nuevo invento.
similar primary indicate variable component
similar
primario
indicar
variable componente
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
LISELL%Science%Inquiry%Assessment%Scoring%Rubric%
Blue%Version%(1.5)!
!
Blue%1.%Burning%Candles%Experiment!
Inquiry!focus!is!on!listing!possible!relevant!variables!!
Content!focus!is!on!how!candles!burn!and!the!role!of!oxygen!in!burning/!thermal!reactions!
!
Possible%variables%include:%academic%language%(everyday%language)%
!Size!of!the!jar!(how!big!the!jar!is)!
!If!the!jar!is!covered!or!uncovered!(lid!or!no!lid)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Not%variables!
Length!of!time!the!candle!burns!(how!long!the!candle!burns)!!!!!!!!!!!!!!!!!!!!!jar!1!is!big!
Type!or!size!of!candle!used!(how!big!the!candle!is)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!jar!1!has!lid!
Amount!of!oxygen!available!(how!much!oxygen)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!all!candles!are!in!jars!
Type!of!wick!(what!the!wick!is!made!of)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!he!burned!four!candles!
Timing!of!lighting!candles!(when!you!light!the!candles)!!!!!!!!!!!conditions!necessary!for!experiment!
!Speed!at!which!candle!burns!(how!quickly!candle!burns)!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Descriptions/!observations!of!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!picture!that!don’t!demonstrate!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!understanding!of!what!a!variable!is!
!
!
Inquiry%Scoring%
3!=!3!correct!variables!
2!=!2!correct!variables!
1!=!1!correct!variable!
0!!=!0!correct!variables/!unclear!that!student!understands!what!a!variable!is!
9!!=!blank/!no!response!
!
!
Language%Scoring%
%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!
examples)!in!at!least!2!cases!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!1!case!
0!=!The!student’s!ability!to!explain!ideas!about!variables!in!a!burning!candles!experiment!
meaningfully!is!unclear!or!not!evident!
9!=!Blank!/!No!Response!
!
Content%Scoring%
!
3!=!Evidence!of!full!understanding:!mentions!that!candles!require!oxygen!to!light!or!
continue!burning!
2!=!Evidence!of!emergent!understanding:!mentions!that!candles!have!requirements!for!
burning!(e.g.,!in!a!closed!container!candle!will!go!out)!without!mentioning!oxygen!
1!=!Evidence!of!significant!incorrect!content!knowledge:!e.g.,!statement!that!all!candles!
would!continue!to!burn!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!role!of!oxygen!
in!burning!or!!that!candles!have!requirements!for!burning!
9!=!Blank!/!No!response!
2!
!
Blue%2.%Plants%Need%Light%Experiment%
Inquiry!focus!is!on!identifying!independent,!dependent!and!control!variables!
Content!focus!is!on!factors!that!affect!plant!growth!
Independent!Variable!!
Dependent!variable!
Variables!that!should!be!controlled!
type!of!light!used!to!grow!the!
plant!(what!kind!of!light);!
!(i.e.,!use!sunlight!and!grow!
light)!
Amount!of!light!the!plants!get!
(how!much!light!the!plants!get)!!
(amount!of!light!is!a!content!
misunderstanding!of!what!is!
being!tested!but!is!acceptable!for!
inquiry)!
%
Inquiry%Scoring:%%
1!=!testing!different!types!of!
light!is!mentioned!
0!=!testing!different!types!of!
light!is!not!mentioned!
9!=!blank!/!no!response!
some!measure!of!plant!
growth!over!time!that!
would!result!from!getting!
light!!
!
the!height!that!the!plant!
grows!over!time!(how!tall!
the!plant!gets)!!!
number!of!leaves!(how!
many!leaves)!!
number!of!fruits!produced!
(how!much!fruit)!
%
Inquiry%Scoring:%%
1!=!a!reasonable!measure!
of!plant!growth!(i.e.!height)!
is!mentioned!
0!=!a!reasonable!measure!
of!plant!growth!(i.e.!height)!
is!not!mentioned!
9!=!blank!
variables!that!should!be!kept!the!same!
(controlled)!
!
acceptable!answers:!
type!of!plant!(what!kind!of!plant)!
initial!size!of!plants!(how!big!plants!are)!
time!when!measurement!was!taken!
(when!you!measure)!
type!of!soil!(what!kind!of!soil)!
!size!of!pot!(how!big!pot!is)!
amount!of!water!given!(how!much!you!
water)!
use!of!fertilizer!(if!you!use!fertilizer)!
pH!of!soil!
air!temperature!(how!hot!it!is)!
oxygen!available!in!the!room!(how!much!
air!there!is)!
amount!of!light!(how!much!light)!–!if!not!
used!as!independent!variable!
!
unacceptable!answers!
type!of!light!
how!much!the!plant!grows!
different!pot,!soil,!etc.!
single!word!–!water,!soil,!etc.!
!
Inquiry%Scoring:%
2!=!2!correct!variables!
1!=!1!correct!variable!
0!=!no!correct!variables!
9!=!blank!/!no!response!
!
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!
meaningfully,!both!in!the!table!and!in!the!narrative!(in!at!least!2!cases)!
1!=!The!student!uses!appropriate!everyday!language!meaningfully!in!at!least!1!case!
0!=!The!student’s!ability!to!explain!ideas!about!plant!growth!meaningfully!is!unclear!or!not!evident!
9!=!Blank!/!No!Response!
!
Content%Scoring%
3!=!Evidence!of!full!understanding:!focus!of!response!is!on!type!of!light!(not!amount!of!light);!at!least!
two!factors!that!affect!plant!growth!and!that!are!not!discussed!in!the!question!(e.g.,!type!of!light!and!
how!much!growth)!are!mentioned!
2!=!Evidence!of!emergent!understanding:!at!least!one!factor!that!affects!plant!growth!and!that!is!not!
discussed!in!the!question!is!mentioned;!can!discuss!amount!of!light!rather!than!type!of!light!
1!=!Evidence!of!significant!incorrect!content!knowledge:!includes!clear!and!significant!content!errors!
about!factors!that!affect!plant!growth!(e.g.,!plants!will!grow!the!same!regardless!of!the!type!or!amount!
of!light!they!receive)!
3!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!factors!that!affect!plant!
growth!
9!=!Blank!/!No!response!
4!
Blue!3)%Rolling%Balls%Experiment%
Inquiry!focus!is!on!coordinating!hypothesis!and!observations!!
Content!focus!is!on!the!effects!of!mass!and!gravity!on!falling!or!rolling!objects!
!
What!is!your!hypothesis%about!whether!or!not!the!
List!2%observations%you!could!make!to!test!your!
balls!will!roll!down!the!ramp!at!different!speeds?!
hypothesis.!
The!response!is!stated!as!a!hypothesis!(not!a!
The!response!is!stated!as!observations!that!would!
question)!and!addresses!the!relationship!between!the! help!determine!whether!the!2!balls!roll!down!the!
different!balls!and!the!speed!they!will!roll!down!the!
ramp!at!different!speeds.!
ramp.!
!
!
Acceptable!examples!include:!
Acceptable!examples!include:!
Measure!the!time!it!takes!each!ball!to!roll!(how!long!
The!large!ball!will!roll!faster!than!the!small!ball.!(goes!
it!takes!for!the!ball!to!stop)!
fast!and!slow)!!
Use!a!watch/!clock!to!time!the!balls!
My!hypothesis!is!that!the!two!balls!will!roll!at!the!same! Measure!the!distance!each!ball!rolls!(see!if!ball!1!
speed.!(goes!the!same)!
rolls!farther!than!ball!2)!
I!think!ball!2!will!go!faster.!
Use!a!ruler/!meter!stick!to!see!how!far!they!roll!
They’ll!roll!down!with!different!speeds.!
Set!up!a!finish!line!and!see!which!ball!is!first!
The!bigger!ball!has!a!larger!amount!of!mass!so!it!
Roll!each!ball!one!at!a!time!and!have!a!stop!watch!
should!go!down!faster.!(is!heavier)!
and!see!which!one!is!faster!
The!bigger!ball!has!more!weight!so!the!weight!that!it!
Make!a!finish!line!and!which!ever!one!go!under!it!
has!will!slow!it!down.!
first!is!faster.!
Steel!ball!#1!will!be!last.!
Using!two!different!timers!see!how!long!it!will!take.!
!
!
Unacceptable!examples!include:!
Unacceptable!examples!include:!
To!see!which!ball!rolls!faster.!
See!how!fast!the!balls!go!(not!enough!information)!
How!fast!do!the!balls!roll?!
The!bigger!was!faster!than!the!smaller!
Will!ball!1!roll!faster!than!ball!2?!!
See!if!my!hypothesis!is!right!or!wrong!
!
Test!the!speed!(not!enough!information)!
!
See!where!it!stops!
Distance;!time!(no!single!words)!
Inquiry%Scoring%
!
1!=!includes!a!hypothesis!that!addresses!the!
relationship!between!the!different!balls!and!the!speed! Inquiry%Scoring%
2!=!includes!2%observations!that!would!help!
they!will!roll!down!the!ramp.!
determine!whether!the!2!balls!would!roll!down!the!
0!=!does!not!include!a!hypothesis!that!addresses!the!
relationship!between!the!different!balls!and!the!speed! ramp!at!different!speeds!
1!=!includes!1!observation!that!would!help!
they!will!roll!down!the!ramp.!
determine!whether!the!2!balls!would!roll!down!the!
9!=!blank/no!response!!
ramp!at!different!speeds!
0!=!does!not!include!any!observation!that!would!
help!determine!whether!the!2!balls!would!roll!
down!the!ramp!at!different!speeds!
9!=!blank/no!response!!
%
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!clear!
comparisons!–!faster!than,!heavier!than)!in!at!least!3!cases!!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!
0!=!The!student’s!ability!to!explain!ideas!about!rolling!balls!meaningfully!is!unclear!or!not!evident!
9!=!Blank!/!No!Response!
!
%
%
%
%
5!
%
Content%Scoring%
3!=!Evidence!of!full!understanding:!mentions!that!the!mass!of!the!ball!should!not!influence!the!speed!it!rolls!
since!gravity!is!the!main!force!working!on!the!balls!(unless!student!mentions!the!effects!of!friction!and/or!
air!resistance!as!well!as!gravity)!
2!=!Evidence!of!emergent!understanding:!mentions!one!or!more!forces!acting!on!the!balls!(gravity,!friction,!
air!resistance)!but!does!not!explain!the!relationship!to!the!balls!rolling!or!connect!falling!objects!to!rolling!
objects!
1!=!Evidence!of!significant!incorrect!content!knowledge:!i.e.,!mentions!that!the!size!or!the!weight!of!the!ball!
will!affect!its!speed!(if!no!discussion!of!friction!or!air!resistance)!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effects!of!mass,!gravity,!and!
friction!on!the!rolling!balls!
9!=!Blank!/!No!response!
6!
Blue%4.%Light%and%Dark%Colors%Experiment!
Inquiry!focus!is!on!coordinating!hypothesis,!observation!and!evidence!
Content!focus!is!on!the!role!of!color!in!heat!or!light!absorption!and!reflection!
%
What!is!your!hypothesis?!
What!observations!can!you!
What!evidence!relates!to!your!
!
make?!
hypothesis?!
!
!
The!response!is!stated!as!a!
The!response!is!stated!as!
The!response!uses!the!
hypothesis!(not!a!question)!and! observations!based!on!the!data!
observations!that!were!stated!as!
addresses!the!reason!why!
that!are!presented!in!the!
evidence!to!either!support!or!
people!might!wear!light!color!
diagram!!
reject!the!hypothesis!given!(must!
clothing!in!hot!weather!
!
connect!the!data!to!the!
!
Acceptable!examples!include:!
hypothesis)!
Acceptable!examples!include:!
The!black!bucket!got!10!degrees!
!
The!dark!color!absorbs!the!sun’s!
hotter!
Acceptable!examples!include:!
rays!and!the!temperature!
The!black!cup’s!water!is!warmer! The!evidence!supports!my!
increases!
than!the!white!cup’s!water!
hypothesis!because!the!black!
It!reflects!heat!and!does!not!get!
The!temperature!increased!more! bucket!was!much!hotter!than!the!
hot!as!quick!(It!=!light!color!
in!the!black!bucket!than!the!white! white!one!
clothing)!
bucket!!
!the!white!bucket!was!cooler!so!a!
Because!dark!colors!attract!the!
Before!sitting!in!the!sun!they!have! white!shirt!will!be!cooler!too!
sun!!(incorrect!content!but!
the!same!temperature!
The!temperature!increased!more!in!
acceptable!hypothesis)!
!
the!black!bucket!so!black!clothing!
The!black!got!hot!b/c!its!outside!
Unacceptable!examples!include:! would!increase!your!temperature!
color!was!dark!and!the!sun!hit!it!
Because!white!is!clear!and!
!
more!
reflects!light!
Unacceptable!examples!include:!
!
look!at!which!one!gets!hotter!
A!white!shirt!makes!you!cooler!
Unacceptable!examples!include:! The!dark!cup!will!get!more!heat!
(any!statement!about!clothing!
So!they!can!stay!cool!(not!enough! (discussion!of!procedures!or!
without!connection!to!the!
detail)!
hypotheses,!future!tense)!
observations)!
To!study!why!people!wear!light!
!
the!temperature!in!the!black!bucket!
colors!
Inquiry%Scoring:%
increased!10!degrees!
Why!do!people!wear!light!color!
(any!statement!of!an!observation!
2!=!includes!2!observations!
clothing!in!hot!weather?!(any!
based!on!the!data!that!are!
without!connection!to!hypothesis)!
restatement!of!question)!
!
presented!in!the!diagram!
!
1!=!includes!1!observation!based! Inquiry%Scoring:%
Inquiry%Scoring:%
on!the!data!that!are!presented!in! 1!=!mentions!one!or!more!
1!=!includes!a!reasonable!
observations!that!were!stated!and!
the!diagram!
hypothesis!that!addresses!the!
clearly!links!that!observation!as!
0!=!does!not!include!any!
reason!why!people!might!wear!
evidence!to!support!or!reject!the!
observation!based!on!the!data!
light!color!clothing!in!hot!
that!are!presented!in!the!
hypothesis!!
weather!
0!=!does!not!mention!observations!
diagram!
0!=!answer!does!not!include!a!
9!=!blank/no!response!!
or!does!not!clearly!link!
reasonable!hypothesis!that!
observations!as!evidence!to!
addresses!the!reason!why!
support!or!reject!the!hypothesis!!
people!might!wear!light!color!
9!=!blank/no!response!!
clothing!in!hot!weather!
!
9!=!no!response/blank!
!
%
%
%
%
%
%
7!
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!clear!
comparisons)!in!at!least!3%cases!!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!
0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!the!light!and!dark!colors!experiment!is!unclear!
or!not!evident;!or!the!student!copies!directly!from!the!question!
9!=!Blank!/!No!Response!
!
%
Content%Scoring%
3!=!Evidence!of!full!understanding:!describes!an!explicit!connection!between!color!and!heat!or!light!
absorption!and!reflection!(e.g.,!dark!color!objects!absorb!more!heat/light!or!light!color!objects!reflect!
more!heat/light)!
2!=!Evidence!of!emergent!understanding:!expresses!idea!that!the!color!of!material!is!relevant!to!heat!or!
temperature!but!fails!to!make!explicit!connection!between!color!and!heat!absorption!
1!=!Evidence!of!significant!incorrect!content!knowledge:!i.e.,!claims!that!darker!colors!attract!more!
sunlight!or!are!hit!by!more!light;!or!claims!that!color!does!not!influence!heat!absorption!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!role!of!color!in!heat/light!
absorption!
9!=!Blank!/!No!response!
%
!
8!
Blue%5.%Changing!Day!Length!Experiment!
Inquiry!focus!is!on!cause!and!effect!relationships!using!“if/then”!statements!
!
Content!focus!is!on!how!the!tilt!of!the!Earth’s!axis!influences!day!length!on!Earth.!
!
If!the!Northern!Hemisphere!of!the!Earth!is!
If!the!Northern!Hemisphere!of!the!Earth!is!
tilted!toward!the!Sun,!then….!
tilted!away!from!the!Sun,!then….!
!
!
!
Response!is!a!statement!of!what!will!happen! Response!is!a!statement!of!what!will!happen!
to%the%length%of%day!when!the!Northern!
to%the%length%of%day!when!the!Northern!
Hemisphere!of!the!Earth!is!tilted!toward!the! Hemisphere!of!the!Earth!is!tilted!away!from!
Sun.!
the!Sun.!
!
!
Acceptable!examples!include:!
Acceptable!examples!include:!
The!days!will!be!longer!in!the!northern!
The!day!would!shorten!because!the!Earth!
hemisphere!
would!be!tilted!away!from!to!the!sun.!
The!light!of!the!sun!being!out!will!be!longer.!
The!light!of!the!sun!being!out!will!be!shorter.!
The!days!will!be!shorter!in!the!southern!
The!days!will!be!longer!in!the!northern!
hemisphere!
hemisphere!
The!length!of!the!day!will!be!longer!because!
!
the!Earth!is!tilted!toward!the!sun!so!there!is!
!
more!sunlight!
!
!
Unacceptable!examples!include:!
Unacceptable!examples!include:!
It!will!be!cold!
It!will!be!hot!
It!will!be!dark!
It!will!be!sunny!
Then!the!north!hemisphere!is!going!to!be!
Then!the!north!hemisphere!is!going!to!be!
winter!
summer!
The!southern!hemisphere!will!feel!more!sun!
We!will!feel!a!lot!more!sunlight!and!the!
light!and!Northern!won’t!
southern!hemisphere!would!not.!
!
!
%
Inquiry%Scoring%
Inquiry%Scoring%
1!=!response!mentions!that!the!day!will!be!
1!=!response!mentions!that!the!day!will!be!
longer!in!the!northern!hemisphere!when!it!is! shorter!in!the!northern!hemisphere!when!it!
tilted!toward!the!Sun.!
is!tilted!away!from!the!Sun.!
!
!
0!=!response!does!not!mention!that!the!day!
0!=!response!does!not!mention!that!the!day!
will!be!longer!in!the!northern!hemisphere!
will!be!shorter!in!the!northern!hemisphere!
when!it!is!tilted!toward!the!Sun.!
when!it!is!tilted!away!from!the!Sun.!
!
!
9!=!blank/no!response!!
9!=!blank/no!response!!
!
%
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!
in!at!least!3%cases!!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!
0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!the!effect!of!the!tilt!of!the!Earth’s!
axis!is!unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!
9!=!Blank!/!No!Response!
%
Content%Scoring%
3!=!Evidence!of!full!understanding:!explicitly!describes!the!relationship!between!the!tilt!of!the!
Earth’s!axis!and!the!effect!on!changing!day!length!as!well!as!why!day!length!is!related!to!tilt!
9!
(e.g.,!the!hemisphere!that!is!tilted!toward!the!Earth!will!have!longer!day!length!because!it!
receives!more!direct!sunlight)!
2!=!Evidence!of!emergent!understanding:!expresses!some!correct!idea!about!an!effect!of!the!
tilt!of!the!Earth’s!axis!that!relates!to!sunlight!(e.g.!there!will!be!more!light!or!it!will!be!hotter!
or!it!will!be!summer!in!the!northern!hemisphere!when!it!is!tilted!toward!the!Sun)!
1!=!Evidence!of!significant!incorrect!content!knowledge!(e.g.,!day!length!will!be!shorter!in!the!
hemisphere!that!is!pointed!toward!the!Sun;!there!is!no!difference!in!day!length,!etc.)!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effect!of!axis!on!
day!length!
9!=!Blank!/!No!response!
10!
!
Blue%6.%Electric%Circuit%Experiment%
Inquiry!focus!is!on!cause!and!effect!relationships!
Content!focus!is!on!complete!and!incomplete!electrical!circuits!
!
What!is!the!effect!of!connecting!the!rubber!
What!is!the!cause!of!this!effect!when!the!rubber!band!
band!to!the!circuit?!
is!connected?!
!
!
Response!is!given!as!a!statement!that!indicates! Response!is!given!as!a!statement!that!indicates!that!
that!the!rubber!band!does!not!complete!the!
rubber!does!not!conduct!electricity!!
circuit!and/or!the!bulb!will!not!light!
!
!
Acceptable!examples!include:!
Acceptable!examples!include:!
The!rubber!band!can’t!conduct!energy!from!the!
It!isn’t!going!to!light!up!
battery!
Electricity!doesn’t!go!through!rubber!so!the!
Rubber!bands!do!not!conduct!electricity!
circuit!won’t!work!
It’s!stopping!the!electricity!
Nothing!would!happen!
!
It!won’t!conduct!
Unacceptable!examples!include:!
!
It!causes!electricity!
Unacceptable!examples!include:!
It!doesn’t!work!
It!passes!energy!
%
To!make!it!have!power!
%
It!helps!the!circuit!make!electricity!
Inquiry%Scoring%
%
1!=!response!mentions!that!rubber!does!not!conduct!
Inquiry%Scoring%
electricity!
1!=!response!mentions!that!the!bulb!will!not!
0!=!response!does!not!mention!that!rubber!does!not!
light!or!that!the!circuit!is!not!completed!
conduct!electricity!
0!=!response!does!not!mention!that!the!bulb!
9!=!blank/no!response!
will!not!light!or!that!the!circuit!is!not!
completed!
9!=!blank/no!response!!
!!
What!is!the!effect!of!connecting!the!nail!to!the!
What!is!the!cause!of!this!effect!when!the!nail!is!
circuit?!
connected?!
!
!
Response!is!given!as!a!statement!that!indicates! Response!is!given!as!a!statement!that!indicates!that!
that!the!nail!does!complete!the!circuit!and/or!
the!metal!nail!does!conduct!electricity!!
the!bulb!will!light!
!
!
Acceptable!examples!include:!
Acceptable!examples!include:!
The!electricity!will!go!through!the!nail!because!it’s!
The!electricity!from!the!battery!will!go!through! metal!
the!nail!
The!electricity!passed!through!the!nail!to!the!light!
It!will!complete!the!circuit!
bulb!
The!light!bulb!would!light!up!
!
!
Unacceptable!examples!include:!
Unacceptable!examples!include:!
The!cause!is!electricity!
It!might!light!up!
It!will!cause!the!electricity!to!flow!
It!will!give!it!magnetism!
!
It!connected!
%
It!works!
%
!
%
%
%
Inquiry%Scoring%
Inquiry%Scoring%
1!=!response!mentions!that!the!bulb!will!light!
1!=!response!mentions!that!the!metal!nail!conducts!
or!that!the!circuit!is!completed!
electricity!!
11!
0!=!response!does!not!mention!that!the!bulb!
will!light!or!that!the!circuit!is!completed!
9!=!blank/no!response!!
!
!
0!=!response!does!not!mention!that!the!metal!nail!
conducts!electricity!
9!=!blank/no!response!!
!
!
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!in!at!least!3%
cases!!
!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!
!
0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!causes!and!effects!in!electrical!circuits!is!
unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!
!
9!=!Blank!/!No!Response!
!
Content%Scoring%
!
3!=!Evidence!of!full!understanding:!the!student!explains!both!that!the!rubber!is!not!a!conductor!and!thus!
does!not!complete!the!circuit!and!that!a!metal!nail!is!a!conductor!and!thus!does!complete!the!circuit!
!
2!=!Evidence!of!emergent!understanding:!1)!the!student!explains!either!that!the!rubber!is!not!a!conductor!
and!thus!does!not!complete!the!circuit!or!that!a!metal!nail!is!a!conductor!and!thus!does!complete!the!
circuit!OR!2)!the!student!explains!both!causes!or!both!effects!adequately!
!
1!=!Evidence!of!significant!incorrect!content!knowledge:!the!student!clearly!demonstrates!a!misconception!
about!conductors!and!circuits,!such!as!stating!that!the!rubber!band!will!complete!the!circuit/!cause!the!
bulb!to!light!or!that!the!nail!will!not!complete!the!circuit/!not!cause!the!bulb!to!light!
!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!science!content!related!to!
complete!and!incomplete!electrical!circuits!
!
9!=!Blank!/!No!response!
!
!
LISELL%Academic%Language%Scoring%Rubric%(Blue%Version)%
Scorers:%When!you!begin!scoring!the!sample,!you!will!want!to!highlight!or!underline!
the!focus!words.!Your!next!step!is!highlighting!or!underlining!the!key!elements!of!
the!prompt!that!each!student!addresses.!The!three!elements!of!the!blue!prompt!are:!
1)!Describe!the!invention;!2)!Tell!what!it!does;!3)!Explain!how!it!will!make!people!
happy.!Please!record!the!scores!on!the!Academic!Language!scoring!summary!form.!!
%
Five%Focus%Words:%%
%
%
%%%%%%%%%A.%similar%%%%%%%%%%B.%primary%
%%C.%indicate% %%D.%variable% %%E.%component%
For scoring regarding each of the focus words (A-E), consider use of the focus word/
meaningfulness of the use of the focus word in the context of its sentence and
surrounding sentences.
4= The focus word is used in the written text in a way that clearly indicates
understanding of the meaning of the word, and the word is used correctly in terms
of tense and grammar.
3= The focus word is used in the written text in a way that clearly indicates
understanding of the meaning of the word, but there is still some misuse in terms
of tense or grammar.
2= The focus word is used in the written text in a way that indicates some
emergent understanding of the meaning of the word, but the word is not used in
its correct tense or in a way that makes clear the student can use the word
meaningfully and correctly in writing.
1= The focus word is written and used in a sentence. There is either no evidence
that the student understands the focus word meaning or the focus word is used
incorrectly.
0= The focus word is not used in the writing sample.
9= Blank/No Response
!
1!
Now!for!the!next!two!scores,!you!are!going!to!consider!the!text!as!a!whole.!
%
F.%Coherence%of%Narrative/Prompt%is%Clearly%Addressed%in%All%Elements%
(Describe%the%invention;%Tell%what%it%does;%Explain%how%it%will%make%people%
happy.)%
%
4=narrative!is!coherentKthere!is!a!flow!of!ideas!that!are!expressed!in!at!least!
5!sentences!that!all!link!together!in!a!sensible!way;!all!elements!of!the!
prompt!are!addressed!!
!
3=!narrative!is!generally!coherentKthere!is!a!flow!of!ideas;!most!sentences!
link!together!in!a!sensible!way!and!several!aspects!of!the!prompt!are!
addressed!
!
2=!narrative!is!not!really!coherent;!all!sentences!don’t!link!together!in!a!
sensible!way!and!there!are!elements!of!the!prompt!not!addressed!
!
1=!narrative!is!not!at!all!coherent;!only!a!few!sentences!and!they!don’t!link!
together!in!a!sensible!way!
0=!unidentifiable,!and/or!irrelevant!content!
9= Blank / No Response!
%
G.%Spelling%and%Grammar%
%
4=!There!are!no!significant!spelling!or!grammar!errors!that!detract!from!
clarity!of!narrative!
!
3=!only!demonstrates!a!few!spelling!or!grammar!errors!that!do!not!detract!
significantly!from!clarity!of!narrative!or!from!proper!use!of!one!or!more!of!
the!focus!words!
!
2=!there!is!a!presence!of!some!spelling!and!grammar!errors!that!detract!from!
either!the!clarity!of!the!narrative!or!from!the!proper!use!of!one!of!the!focus!
words!
!
1=!there!are!numerous!spelling!and!grammar!errors!that!detract!significantly!
from!the!clarity!of!the!narrative!and!from!the!proper!use!of!the!focus!words!
0=significant amount of unidentifiable, and/or unclear spelling and grammar
!
!
9=Blank/No Response
2!
LISELL Science Inquiry Assessment
Test Booklet (pink)
Examén (rosado)
1. Anita notices that the length of her shadow changes during different hours of the day.
She sets up an experiment to study why this happens. In the table, list 3 variables in
Anita’s experiment about the length of shadows. Remember that a variable is anything
that changes during an experiment.
Anita nota que la longitúd de su sombra causada por su cuerpo en días soleados cambia
durante diferentes horas del día. Ella decide diseñar un experimento para estudiar por
qué cambia la longitúd de su sombra. En la tabla, menciona 3 variables que Anita debe
considerar cuando diseñe su experimento para estudiar la longitúd de las sombras.
Recuerda que una variable es cualquier cosa que cambia durante un experimento.
2
2. Lifting weights makes people stronger. You wonder if different types of weight lifting
exercises affect how strong a person gets. You decide to design an experiment to find out.
Think about the experiment you would design and answer these questions in the table.
a) What is the Independent Variable in your experiment about lifting weights? (The
independent variable is the variable that you change or manipulate)
b) What is the Dependent Variable in your experiment about lifting weights? (The
dependent variable is the variable that changes in response to the independent variable)
c) List 2 other Variables you will need to control in your experiment.
d) Then, use scientific language to describe your experiment about lifting weights.
2. Levantar pesas hace a la gente más fuerte. Te preguntas cómo los diferentes ejercicios
afectan la fortaleza de las personas. Decides diseñar un experimento para resolver tu
duda. Piensa acerca del experimento que diseñarías y después, responde estas preguntas
en la tabla.
a) ¿Cuál es la Variable Independiente en tu experimento de levantar pesas? (La
variable independiente es la que tú manipulas o cambias)
b) ¿Cuál es la Variable Dependiente en el experimento de levantar pesas? (La
dependiente es la que cambia en cuando la variable independiente cambia)
c) Menciona al menos 2 variables que tendrás que controlar en tu experimento.
d) Utiliza lenguaje científico para describer el experimento de levantar pesas.
3
3. In the picture below there are 2 bottles that look like they are different sizes. You want
to know which bottle can hold the most water. In the table, answer the following
questions:
a) What is your hypothesis about which bottle can hold the most water? (A hypothesis is
your prediction of what should happen based on things you already know.)
b) List 2 observations you could make to test your hypothesis about which bottle can
hold the most water.
Bottle A
Bottle B
Tienes 2 botellas de diferentes formas como las botellas indicadas en el diagrama arriba.
Quieres saber cuál de estas botellas contiene la mayor cantidad de agua. Responde las
siguientes preguntas en la tabla siguiente:
a) ¿Cuál es tu hipótesis acerca de cuál botella contendrá más agua?(Una hipótesis es tu
predicción de lo que ocurrirá de acuerdo a la información que ya sabes)
b) Menciona 2 observaciones al probar tu hipótesis acerca de cuál botella le cabe más
agua.
4
4. You notice that many people add salt to the pot when they boil water. You decide to
set up an experiment to study what happens. You use a thermometer to measure the
temperature of one pot of water with salt and another pot of water with no salt before you
turn on the stove. You measure the temperatures in both pots again when the water starts
to boil.
a) What is your hypothesis about the possible effect of salt on boiling water?
The data from your measurements are shown below.
b) List 2 observations you can make based on the data from your experiment.
c) Use scientific language to explain how you would use your observations as evidence
to support or reject your hypothesis.
Before boiling/Antes de
hervir
With salt/ Con sal 25o C
Without salt/ Sin sal 25o C
After boiling/Después de
hervir
With salt/ Con sal 105o C
Without salt/ Sin sal 99o C
4. Notas que mucha gente le pone sal a la olla cuando empieza a hervir el agua. Decides
diseñar un experimento para estudiar lo que pasa. Usas un termómetro para medir la
temperatura de una olla con agua con sal y otra olla con agua sin sal antes de encender
la estufa. Mides las temperaturas en ambas ollas de nuevo cuando el agua empieza a
hervir.
a) ¿Cuál es tu hipótesis acerca de los posibles efectos de la sal en el agua hirviendo?
La información de tus mediciones se muestra arriba.
b) Menciona 2 observaciones que puedes hacer de la información de tu experimento.
c) Usa lenguaje científico para explicar como usarías tus observaciones como evidencia
para sustentar o rechazar tu hipótesis.
5
5. A slingshot can be used to demonstrate the difference between potential energy (stored
energy) and kinetic energy (energy in motion). In the table, complete the following ifthen statements to explain the difference between these two types of energy.
a) If you put a stone in the slingshot and pull back on the rubber band, then ….. (describe
what will happen in terms of potential and kinetic energy)
b) If you release the rubber band when it is pulled back, then …. (describe what will
happen in terms of potential and kinetic energy)
5. Una resortera puede ser usada para demostrar la diferencia entre energía potencial
(energía almacenada) y energía cinética (energía en movimiento). En la tabla, completa
las siguientes oraciones condicionales (Si…entonces…) para explicar la diferencia entre
estos dos tipos de energía.
a) Si tu pones una piedra en la resortera y jalas la liga, entonces… (describe lo que
pasará en términos de energía potencial y energía cinética)
b) Si tu sueltas la liga cuando la estás jalando, entonces… (describe lo que pasará en
términos de energía potencial y energía cinética)
6
6. The food chain in the diagram below shows that in a pond ecosystem the small fish eat
the algae and the large fish eat the small fish. This year, a disease killed most of the small
fish. In the table, answer the following questions:
a) What is the effect on the population of the large fish?
b) What is the cause of this effect on the population of the large fish?
c) What is the effect on the population of the algae?
d) What is the cause of this effect on the population of the algae?
e) Then, on the lines, use scientific language to explain the causes and effects of what
will happen in the pond.
La cadena alimenticia en el diagrama arriba demuestra un estanque y su ecosistema. Los
peces pequeños se comen la alga y los peces grandes se comen los peces pequeños. Este
año, una enfermedad acabó con casi todos los peces pequeños. En la tabla abajo,
identifica cual es la causa y cual es el efecto en esta situación.
a) ¿Cuál es el efecto en la población de peces grandes?
b) ¿Cuál es la causa de este efecto en la población de los peces grandes?
c) ¿Cuál es el efecto en la población de algas?
d) ¿Cuál es la causa de este efecto en la población de algas?
e) Después, en las líneas, usando lenguaje científico describe las causas y los efectos de
lo que pasará en el estanque.
7
7. Think of a problem in your school or neighborhood that science could help you solve.
On the answer sheet, write a letter to your principal or mayor explaining the problem and
your idea for how to solve it. Use your knowledge of science as you describe the problem
and solution. In your letter use each of the 5 academic vocabulary words listed below at
least one time. Include context clues to help the reader understand what the academic
language words mean.
strategy evaluate modify
outcome
supply
7. Piensa en algún problema en tu escuela o en tu vecindario en el que puedas utilizar la
ciencia para resolverlo. En la hoja de respuesta, escribe una carta al director o alcalde
explicándoles el problema y tu propuesta para resolverlo. Utiliza tu conocimiento de la
ciencia para escribir el problema y la solución. En tu carta utiliza al menos una vez cada
una de las 5 palabras de vocabulario académico indicados abajo. Incluye pistas
contextuales que ayuden al lector a comprender qué significan estas palabras de
vocabulario académico.
estrategia
evaluar
modificar
resultado
suministro
LISELL Science Inquiry Assessment
Answer Booklet (pink)
Libro de Respuestas (rosado)
1. Shadow Experiment
Experimento de la sombra
List 3 variables in Anita’s experiment about the length of shadows.
Menciona 3 variables que Anita debe considerar en su experimento para estudiar la
longitud de las sombras.
a)
b)
c)
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
2
2. Weight Lifting Experiment
Experimento de levantar pesas
a) What is the
Independent Variable in
your experiment about
lifting weights?
¿Cuál es la variable
independiente en el
experimento de levantar
pesas?
b) What is the Dependent
Variable in your experiment
about lifting weights?
¿Cuál es la variable
dependiente en el
experimento de levantar
pesas?
c) Name 2 other Variables
you will need to control in
your experiment.
Nombra otras 2 variables que
necesites controlar en tu
experiment.
d) Use scientific language to describe your experiment about lifting weights.
Usa lenguaje científico para describir el experimento de levantar pesas:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
3
3. Bottles of Water Experiment
Experimento con botellas de agua
a) What is your hypothesis about which
bottle can hold the most water?
¿Cuál es tu hipótesis acerca de cuál es la
botella que le cabe más agua?
b) List 2 observations you could make to test
your hypothesis about which bottle can hold
the most water.
Menciona 2 observaciones que harías para
comprobar tu hipótesis acerca de cuál botella
le cabe más agua:
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
4
4. Boiling Water Experiment
Experimento de hervir agua
a) What is your hypothesis about the
possible effect of salt on boiling water?
¿Cuál es tu hipótesis acerca del efecto de
poner sal en el agua hirviendo?
b) List 2 observations you can make
based on the data from your experiment.
Menciona 2 observaciones que puedes
hacer basándose en la información de tu
experimento
c) Use scientific language to explain how you would use your observations as evidence
to support or reject your hypothesis.
Usa lenguaje científico para describir como usarías tus observaciones como evidencia
para apoyar o rechazar tu hipótesis:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
5
5. Slingshot Experiment
Experimento con resortera
a) If you put a stone in the slingshot and
pull back on the rubber band, then …..
Si tu pones una piedra en la resortera y
jalas la liga, entonces…
b) If you release the rubber band when it is
pulled back, then ….
Si tu sueltas la liga cuando la estás
jalando, entonces…
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
6
6. Pond Ecosystem Experiment
Experimento en el ecosistema del estanque
a) What is the effect on the population of
the large fish?
¿Cuál es el efecto en la población de peces
grandes?
b) What is the cause of this effect on the
population of the large fish?
¿Cuál es la causa de este efecto en la
población de peces grandes?
c) What is the effect on the population of
d) What is the cause of this effect on the
the algae?
population of the algae?
¿Cuál es el efecto en la población de algas? ¿Cuál es la causa de este efecto en la
población de algas?
e) Use scientific language to explain the causes and effects of what will happen in the
pond:
Usa lenguaje científico para describir las causas y los efectos de lo que pasará en el
estanque:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
7
7. Your letter about solving a problem in your school or neighborhood:
Tu carta acerca de la solución al problema en tu escuela o vecindario:
strategy evaluate modify
estrategia
evaluar
modificar
outcome
resultado
supply
suministro
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you read this question in:
Leíste lo anterior en:
English only
Español solamente
Both/Ambos
!
LISELL%Science%Inquiry%Assessment%Scoring%Rubric%
Pink%Version%(2.5)!
%
1.%Shadow%Experiment%
Inquiry!focus!is!on!listing!possible!relevant!variables!!
Content!focus!is!on!how!shadows!change!at!different!times!of!day;!Earth/Sun!positioning!
!
Possible%variables%include:%academic%language%(everyday%language)%
Time!of!day!(what!time!it!is)!
Length!or!size!of!shadow!(how!big!the!shadow!is)!!!!!!!!!!!!!!!!!!!!!!!%Not%variables!
Time!of!year!(what!season!it!is)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!conditions!necessary!for!experiment!
Height!of!person!being!measured!(how!tall!the!person!is)!!!!!!!!!temperature!
Same!person!for!all!measurements!(use!the!same!person)!!!!!!!!!!clouds!
Location!on!Earth!or!latitude!(where!you!are)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!person!moving!
Angle!or!height!of!Sun!(where!the!Sun!is!in!the!sky)!!!!!!!!!!!!!!!!!!!!!night!time!
Position!where!the!person!stands!(where!you!stand)!!!!!!!!!!!!!!!!!!!weather!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!The!shadow!is!smaller!than!the!man!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!As!the!sun!sets!the!shadow!gets!bigger!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Descriptions/!observations!of!picture!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!that!don’t!demonstrate!understanding!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!of!what!a!variable!is!
!
Inquiry%Scoring%
3!=!3!correct!variables!
2!=!2!correct!variables!
1!=!1!correct!variable!
0!!=!0!correct!variables/!unclear!that!student!understands!what!a!variable!is!
9!=!blank/!no!response!
!
!
Language%Scoring%
%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!
examples)!in!at!least!2!cases!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!1!case!
0!=!The!student’s!ability!to!explain!ideas!about!changing!shadows!meaningfully!is!unclear!or!
not!evident!
9!=!Blank!/!No!Response!
!
Content%Scoring%
!
3!=!Evidence!of!full!understanding:!e.g.,!mentions!that!the!change!in!length!of!shadow!
depends!on!the!angle!or!height!of!the!sun!
2!=!Evidence!of!emergent!understanding:!e.g.,!the!change!in!length!or!size!of!shadow!is!
discussed!meaningfully!without!mentioning!angle!or!height!of!sun!
1!=!Evidence!of!significant!incorrect!content!knowledge:!e.g.,!role!of!temperature!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!what!causes!the!
length!of!shadows!to!change!
9!=!Blank!/!No!response!
2!
2.!Weight%Lifting%Experiment%
Inquiry!focus!is!on!identifying!independent,!dependent!and!control!variables!
Content!focus!is!on!how!different!types!of!weight!training!exercises!affect!a!person’s!strength!
!
Independent!Variable!!
Dependent!variable!
Variables!to!control!
!
!
!
General!statement!about!the!
Some!measure!of!how!strong! variables!that!should!be!kept!the!same!
type!of!exercise!the!people!do;! people!get!as!a!result!of!the!
(controlled)!
Or!more!specific!statements!!
weight!training!!
!
!
!
acceptable!answers!
Acceptable!answers:!
Starting!strength!of!participants!(how!strong!
Acceptable!answers:!
Increase!in!strength!(if!you!
Size!of!the!weights!(how!big!
at!beginning)!
the!weights!are)!
get!stronger)!
Frequency!of!exercise!(how!often!you!exercise)!
Increase!in!amount!of!weight!
Type!of!weights!(what!kind)!
Age!of!participants!(how!old!you!are)!
lifted!(how!much!you!can!
Length!of!time!of!exercise!
Gender!of!participants!(boy!or!girl)!
(How!long!you!exercise)!
lift)!
Time!of!day!exercise!is!done!(when!you!
Increase!in!muscle!(muscles! exercise)!
Any!statement!about!varying!
the!nature!of!the!weight!
getting!bigger)!
Hydration!!(if!you!drink!water)!
training!being!done!
!
Other!reasonable!answers!
!
!
if!NOT!used!as!the!independent!variable,!could!
!
Inquiry%Scoring:%%
also!use:!
1!=!some!change!in!strength!
Inquiry%Scoring:%%
Size!of!weights!(how!big!the!weights!are)!
1!=!different!types!of!
or!muscles!is!mentioned!
Type!of!exercise!(what!exercise!you!do)!
exercises!or!weights!are!
0!=!some!change!in!strength! Number!of!reps!
mentioned!
or!muscles!is!not!mentioned! !
0!=!different!types!of!
9!=!blank!/!no!response!
unacceptable!answers!
exercises!or!weights!are!not!
whatever!is!used!as!independent!or!dependent!
mentioned!
variable!
9!=!blank!/!no!response!
!
Inquiry%Scoring%:%
2!=!2!correct!variables!
1!=!1!correct!variable!
0!=!0!correct!variables!
9!=!blank!/!no!response!
%
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!
meaningfully,!both!in!the!table!and!in!the!narrative!(in!at!least!2!cases)!
1!=!The!student!uses!appropriate!everyday!language!meaningfully!in!at!least!1!case!
0!=!The!student’s!ability!to!explain!ideas!about!the!effects!of!weightlifting!meaningfully!is!unclear!
or!not!evident!
9!=!Blank!/!No!Response!
!
Content%Scoring%
3!=!Evidence!of!full!understanding:!focus!of!response!is!on!the!effects!of!weight!training!on!a!person’s!
strength;!at!least!two!factors!that!affect!strength!and!that!are!not!discussed!in!the!question!(type!of!
exercise)!are!mentioned!
2!=!Evidence!of!emergent!understanding:!focus!of!response!is!on!the!effects!of!weight!training!on!a!
person’s!strength;!at!least!one!factor!that!affects!strength!and!that!is!not!discussed!in!the!question!is!
mentioned!
1!=!Evidence!of!significant!incorrect!content!knowledge:!includes!clearly!incorrect!statements!about!
the!effects!of!lifting!weights!on!strength!(e.g.,!weight!training!will!not!make!a!person!stronger)!
3!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effects!of!weight!
training!on!a!person’s!strength!
9!=!Blank!/!No!response!
4!
3.%Filling%Bottles%Experiment%
Inquiry!focus!is!on!coordinating!hypothesis!and!observations!
Content!focus!is!on!volume!and!how!to!compare!volumes!of!irregularly!shaped!containers!
!
What!is!your!hypothesis%about!which!bottle!can!
List!2%observations%you!could!make!to!test!your!
hypothesis!about!which!bottle!can!hold!the!most!
hold!the!most!water?!
!
water.!
The!response!is!stated!as!a!hypothesis!(not!a!
The!response!is!stated!as!observations!that!would!
question)!and!addresses!which!bottle!will!hold!the! help!determine!which!bottle!will!hold!the!most!
most!water.!
water.!
!
!
Acceptable!examples!include:!
Acceptable!examples!include:!
Bottle!A!will!hold!more!water!(than!bottle!B).!
Measure!the!water!before!I!pour!it!in!the!bottles!
The!tall!skinny!one!will!hold!more(than!the!wide!
Use!a!measuring!cup/!graduated!cylinder!to!see!how!
one)!
much!water!each!bottle!holds.!
Fill!one!bottle!all!the!way!and!then!pour!this!into!the!
I!think!they!will!both!hold!the!same!amount!
I!think!bottle!B!would!hold!more!water!because!its!
other!bottle!
bigger!(because!it!is!wider!than!the!other!one)!
Time!how!long!it!takes!to!fill!each!bottle!
(clear!comparisons!count!as!academic!language)!
Weigh!the!bottles!when!empty!and!full!
!
!
Unacceptable!examples!include:!
Unacceptable!examples!include:!
To!see!which!bottle!holds!more!water!(which!one!
See!which!bottle!holds!the!most!
Measure!the!water/!use!a!measuring!cup!(not!enough!
holds!the!largest!amount)!
Which!bottle!can!hold!the!most!water?(the!largest!
information)!
amount?)!(restatement!of!question)!
Fill!both!bottles!with!water!
I!will!fill!up!both!bottles!to!see!which!one!holds!
See!if!my!hypothesis!is!right!or!wrong!
more(holds!the!largest!amount!of!water)!
!
(procedure)!
Inquiry%Scoring%
Bottle!B!(no!single!words)!
2!=!includes!2!observations!that!would!help!
!
determine!which!bottle!will!hold!the!most!water!
Inquiry%Scoring%
1!=!includes!1!observation!that!would!help!
1!=!includes!a!hypothesis!that!addresses!which!
determine!which!bottle!will!hold!the!most!water!
bottle!will!hold!the!most!water!
0!=!does!not!include!any!observation!that!would!
0!=!does!not!include!a!hypothesis!that!addresses!
help!determine!which!bottle!will!hold!the!most!
which!bottle!will!hold!the!most!water!
water.!
9!=!blank/no!response!
9!=!blank/no!response!
%
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!
clear!comparisons)!in!at!least!3%cases!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!
0!=!The!student’s!ability!to!explain!ideas!about!comparing!volumes!with!bottles!meaningfully!is!unclear!
or!not!evident!
9!=!Blank!/!No!Response!
!
Content%Scoring%
3!=!Evidence!of!full!understanding:!fully!explains!how!to!compare!the!volumes!of!irregular!containers!
by!pouring!water!between!the!containers!or!by!using!a!graduated!tool!or!by!weight!or!time!
2!=!Evidence!of!emergent!understanding:!e.g.,!mentions!relationship!between!pouring!water!between!
containers!and!the!volumes!or!using!weight!or!time!but!with!incomplete!explanation!
1!=!Evidence!of!significant!incorrect!content!knowledge:!does!not!connect!amount!of!water!with!
volume!of!container!or!fails!to!express!3Ydimensional!understanding!of!volume:!e.g.,!the!taller!container!
will!hold!the!most!water!because!it!is!tallest!
5!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!concept!of!volume!or!how!
to!compare!the!volumes!of!irregularly!shaped!containers!
9!=!Blank!/!No!response!
6!
4%Pink.%Salt%in%Boiling%Water%Experiment%
Inquiry!focus!is!on!coordinating!hypothesis,!observation!and!evidence!
Content!focus!is!on!how!salt!affects!the!boiling!point!of!water!(the!point!at!which!water!
begins!to!boil)!
!
What!is!your!hypothesis?!
What!observations!could!you!
What!evidence!relates!to!your!
!
make?!
hypothesis?!
The!response!is!stated!as!a!
The!response!is!stated!as!
The!response!uses!the!observations!
hypothesis!(not!a!question)!
observations!based!on!the!data!
that!were!stated!as!evidence!to!
and!addresses!the!possible!
that!are!presented!in!the!
either!support!or!reject!the!
hypothesis!that!was!given!(must!
effect!of!salt!on!boiling!water! diagram!!
!
!
connect!the!data!to!the!hypothesis)!
Acceptable!examples!include:! Acceptable!examples!include:!
!
I!think!it!makes!the!water!boil! Salt!makes!the!water!hotter!
Acceptable!examples!include:!
The!pot!with!salt!boiled!at!a!higher!
faster/slower!
The!pot!without!salt!doesn’t!get!
The!water!gets!hotter!and!
temperature!so!salt!increases!the!
as!hot!as!the!pot!with!salt!
boiling!point!of!water!(the!pot!with!
boils!quicker/slower!
At!the!beginning!the!
salt!got!hotter!so!salt!makes!water!
Adding!salt!increases![or!
temperatures!of!both!the!pots!
decreases!or!has!no!effect!on]!
boil!hotter)!
were!25!degrees!
Temperatures!increased!in!each!
!
the!boiling!point!of!water!
!
pot!
Unacceptable!examples!include:!
Unacceptable!examples!
Temperature!increased!more!in!
The!salty!water!got!hotter!!
the!pot!with!salt!than!in!the!pot!
The!water!with!no!salt!was!not!as!
include:!
It!could!boil!more!than!the!
with!no!salt!!
hot!
the!temperature!in!the!pot!with!salt!
other!pot!(unclear)!
!
The!temperature!increases!
Unacceptable!examples!include:! increased!80!degrees!
Measure!the!temperature!of!the!
(any!statement!of!an!observation!
(not!enough!information)!
without!connection!to!hypothesis)!
Any!oneWword!answer!
water!in!the!pots!
(any!discussion!of!procedures!for!
!
that!water!boils!faster!with!salt!
You!can!see!which!one!took!
experiment)!
Inquiry%Scoring%
1!=!includes!a!reasonable!
longer!to!cool!down!(there!is!no!
!
hypothesis!that!addresses!the! measure!of!time!in!the!data)!
Inquiry%Scoring%
possible!effect!of!salt!on!
1!=!mentions!one!or!more!
!
observations!that!were!stated!and!
boiling!water!
Inquiry%Scoring%
clearly!links!that!observation!as!
0!=!answer!does!not!include!a! 2!=!includes!2!observations!
reasonable!hypothesis!that!
evidence!that!supports!or!rejects!
based!on!the!data!that!are!
addresses!the!possible!effect!
presented!in!the!diagram!
the!hypothesis!!
of!salt!on!boiling!water!
1!=!includes!1!observation!based! 0!=!does!not!mention!observations!
on!the!data!that!are!presented!in! or!does!not!clearly!link!
9!=!no!response/blank!
observations!as!evidence!that!
!
the!diagram!
0!=!does!not!include!any!
supports!or!rejects!the!hypothesis!!
observation!based!on!the!data!
9!=!blank/no!response!!
that!are!presented!in!the!
!
diagram!
9!=!blank/no!response!!
%
%
%
Language%Scoring%
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples;!also!
clear!comparisons)!in!at!least!3!cases!!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2%cases!!
7!
0!=!The!student’s!ability!to!explain!ideas!about!salt!affecting!the!boiling!point!of!water!meaningfully!is!
unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!
9!=!Blank!/!No!Response!
%
%
Content%Scoring%
3!=!Evidence!of!full!understanding:!describes!a!clear!relationship!between!salt!concentration!and!
boiling!point!(the!saltier!the!water,!the!higher!the!temperature!of!the!boiling!point)!
2!=!Evidence!of!emergent!understanding:!correctly!observes!the!effect!of!salt!on!the!temperature!
(i.e.,!with!salt,!the!water!got!hotter!but!without!describing!the!role!of!salt!concentration)!
1!=!Evidence!of!significant!incorrect!content!knowledge:!i.e.,!explicitly!states!that!salt!makes!the!
water!boil!faster!(really!it!makes!the!water!boil!at!a!higher!temperature!which!will!take!longer!to!
reach);!or!that!adding!salt!does!not!change!the!temperature!of!the!boiling!point!(e.g.,!that!the!salt!
only!does!something!else!such!as!change!the!taste)!or!!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!effect!that!salt!has!on!
the!boiling!point!of!water!
9!=!Blank!/!No!response!
!
8!
5.%Slingshot%Experiment%
Inquiry!focus!is!on!cause!and!effect!relationships!using!“if/then”!statements!
!
Content!focus!is!on!the!relationship!between!potential!and!kinetic!mechanical!energy!
!
!
If!you!put!a!stone!in!the!slingshot!and!pull!
If!you!release!the!rubber!band!when!it!is!
back!on!the!rubber!band,!then…!
pulled!back,!then….!
!
!
Response is stated as a statement of what will
Response is stated as a statement of what will
happen when the rubber band is pulled back.
happen when the rubber band is released.
!
!
Acceptable examples include:
Acceptable examples include:
When!you!pull!on!the!rubber!band!it!gives!you! When!you!release!the!rubber!band!you!get!
potential!energy!
kinetic!energy!
It!would!be!potential!energy!because!energy!
Energy!would!be!in!motion!which!is!called!
would!be!stored!
kinetic!energy!
The!potential!energy!is!higher!or!lower!
The!energy!that!was!stored!will!be!released!
depending!on!how!far!you!pull!back!
and!will!be!in!motion!
The!energy!would!be!stored!until!it!is!released! The!kinetic!energy!will!kick!in!as!the!stone!
moves!
!
Unacceptable examples include:
!
There!will!be!more!kinetic!energy!
!
Unacceptable examples include:
It!will!be!ready!to!shoot!
It!will!not!go!far!because!it!is!heavy!
There!is!no!potential!energy!in!the!rock!
The!potential!energy!will!make!the!stone!
The!rock!will!fly!through!the!air!
shoot!very!far!because!of!the!potential!energy! It!will!hit!something!
in!the!bands!
Nothing!will!happen!
!
!
!
Inquiry%Scoring%
Inquiry%Scoring%
1!=!response!mentions!energy!being!
1!=!response!mentions!adding!energy!to!the! transferred!to!the!stone!when!the!rubber!
system!when!the!rubber!band!is!pulled!back! band!is!released!
!
!
0!=!response!does!not!mention!energy!being! 0!=!response!does!not!mention!energy!being!
added!to!the!system!when!the!rubber!band!
transferred!to!the!stone!when!the!rubber!
is!pulled!back!
band!is!released!
!
!
9=!blank/no!response!!
9!=!blank/no!response!!
!
!
%
Language%Scoring%
%
2 = The student uses appropriate academic language of science teaching (see above examples) in
at least 3 cases
1 = The student uses appropriate academic or everyday language in at least 2 cases
0 = The student’s ability to meaningfully explain ideas about the effect of pulling back the rubber
band in a slingshot is unclear or not evident; or the student copies directly from the question
9 = Blank / No Response
!
Content%Scoring%
!
9!
3!=!Evidence!of!full!understanding:!expresses!both!a!clear!understanding!of!potential!
energy!being!stored!in!the!rubber!band!when!pulled!back,!and!a!clear!understanding!of!that!
energy!being!transferred!to!the!rock!as!kinetic!energy!when!the!rubber!band!is!released!
2!=!Evidence!of!emergent!understanding:!expresses!either!a!clear!understanding!of!
potential!energy!being!stored!in!the!rubber!band!when!pulled!back!or!a!clear!understanding!
of!the!rock!gaining!kinetic!energy!when!the!rubber!band!is!released,!but!not!both!
1!=!Evidence!of!significant!incorrect!content!knowledge:!e.g.,!claims!that!there!is!no!energy!
transfer,!reverses!kinetic!and!potential!energy,!or!expresses!another!clear!misconception!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!the!relationship!
between!potential!and!kinetic!mechanical!energy!
9!=!Blank!/!No!response!
!
10!
Pink%6.%Food%Chain%Experiment%
Inquiry!focus!is!on!cause!and!effect!relationships!
Content!focus!is!on!species!interdependence!in!food!webs!
!
What!is!the!effect!(of!the!small!fish!dying)!on!the! !What!is!the!cause!of!this!effect!on!the!population!of!
population!of!the!large!fish?!
the!large!fish?!
!
!
Response!is!given!as!a!statement!indicating!that! Response!is!given!as!a!statement!indicating!that!the!
food!source!for!the!large!fish!(the!small!fish)!has!
the!population!of!large!fish!will!decrease.!
!
decreased.!
Acceptable!examples!include:!
!
Acceptable!examples!include:!
It!would!lower!because!of!food!
The!small!fish!dying!
It!will!decrease!(They!will!go!down)!
Because!the!population!of!little!fish!went!down!
Less!population!of!fish!
!
!
Unacceptable!examples!include:!
Unacceptable!examples!include:!
They!will!get!the!disease!
Algae!in!the!water!is!making!the!fish!die!
The!large!fish!will!stay!the!same!
The!small!fish!
It!will!decrease!‘cause!of!the!disease!
%
!
Inquiry%Scoring%
1!=!response!mentions!that!population!of!large!
Inquiry%Scoring%
1!=!response!mentions!that!food!source!for!large!
fish!will!decrease!!
0!=!response!does!not!mention!that!population!
fish!(the!small!fish)!has!decreased!
0!=!response!does!not!mention!that!food!source!for!
of!large!fish!will!decrease!!
large!fish!(the!small!fish)!has!decreased!
9!=!blank/no!response!!
9!=!blank/no!response!
!
What!is!the!effect!(of!the!small!fish!dying)!on!the! !What!is!the!cause!of!this!effect!on!the!population!of!
population!of!the!algae?!
the!algae?!
!
!
Response!is!given!as!a!statement!indicating!that! Response!is!given!as!a!statement!indicating!that!the!
population!of!the!consumers!of!the!algae!(the!small!
the!population!of!algae!will!increase.!
!
fish)!have!decreased!
!
Acceptable!examples!include:!
Acceptable!examples!include:!
It!will!increase!(It!gets!larger)!
The!small!fish!not!eating!it!
More!algae!
%
It!will!get!bigger!b/c!nothing!is!eating!it!
Unacceptable!examples!include:!
%
It!caries!the!disease!that!the!small!fish!are!getting! Unacceptable!examples!include:!
Small!fish!
It!makes!the!little!fish!sick!and!they!die!
Less!fish,!more!algae!
Small!fish!eats!algae!
Disease!
It!will!stay!the!same!
The!algae!will!decrease!
!
Inquiry%Scoring%
!
1!=!response!mentions!that!the!algae!population! Inquiry%Scoring%
1!=!response!mentions!that!the!consumers!of!the!
will!increase!
0!=!response!does!not!mention!that!the!algae!
algae!(the!small!fish)!have!decreased!
0!=!response!does!not!mention!hat!the!consumers!of!
population!will!increase!
9!=!blank/no!response!!
the!algae!(the!small!fish)!have!decreased!
!
9!=!blank/no!response!
%
%
%
%
11!
Language%Scoring%
!
2!=!The!student!uses!appropriate!academic!language!of!science!teaching!(see!above!examples)!in!at!least!3%
cases!!
!
1!=!The!student!uses!appropriate!academic!or!everyday!language!in!at!least!2!cases!!
!
0!=!The!student’s!ability!to!meaningfully!explain!ideas!about!causes!and!effects!in!the!pond!food!web!is!
unclear!or!not!evident;!or!the!student!copies!directly!from!the!question!
!
9!=!Blank!/!No!Response!
!
%
Content%Scoring%
!
3!=!Evidence!of!full!understanding:!the!student!explains!both!that!the!large!fish!population!will!decrease!
because!there!are!less!small!fish!to!be!eaten!and!that!the!population!of!algae!will!increase!because!there!are!
less!small!fish!to!eat!them.!
!
2!=!Evidence!of!emergent!understanding:!1)!the!student!explains!either!that!the!large!fish!population!will!
decrease!because!there!are!less!small!fish!to!be!eaten!or!that!the!population!of!algae!will!increase!because!
there!are!less!small!fish!to!eat!them!OR!2)!the!student!explains!both!causes!or!both!effects!adequately!
!
1!=!Evidence!of!significant!incorrect!content!knowledge:!the!student!clearly!demonstrates!a!misconception!
about!species!interdependence!in!food!webs!such!as!stating!that!the!big!fish!population!will!increase!or!
that!the!algae!population!will!decrease,!or!that!the!disease!would!spread!across!the!different!species!
!
0!=!Unclear:!It!is!unclear!or!not!evident!whether!the!student!understands!science!content!related!to!species!
interdependence!in!food!webs!
!
9!=!Blank!/!No!response!
!
LISELL%Academic%Language%Scoring%Rubric%(Pink%Version)%
%
Scorers:%When!you!begin!scoring!the!sample,!you!will!want!to!highlight!or!underline!
the!focus!words.!Your!next!step!is!highlighting!or!underlining!the!key!elements!of!
the!prompt!that!each!student!addresses.!The!three!elements!of!the!pink!prompt!are:!
1)!Address!the!principal!or!the!mayor!in!a!letter;!2)!Identify!a!problem;!3)!Explain!
your!idea!for!how!to!solve!it.!Please!record!the!scores!on!the!Academic!Language!
scoring!summary!form.!!
%
Five%Focus%Words:%%
%
%
A.%strategy% B.%evaluate% C.%modify%
D.%outcome% E.%supply%
For scoring regarding each of the focus words (A-E), consider use of the focus word/
meaningfulness of the use of the focus word in the context of its sentence and
surrounding sentences.
4= The focus word is used in the written text in a way that clearly indicates
understanding of the meaning of the word, and the word is used correctly in terms
of tense and grammar.
3= The focus word is used in the written text in a way that clearly indicates
understanding of the meaning of the word, but there is still some misuse in terms
of tense or grammar.
2= The focus word is used in the written text in a way that indicates some
emergent understanding of the meaning of the word, but the word is not used in
its correct tense or in a way that makes clear the student can use the word
meaningfully and correctly in writing.
1= The focus word is written and used in a sentence. There is either no evidence
that the student understands the focus word meaning or the focus word is used
incorrectly.
0= The focus word is not used in the writing sample.
9= Blank/No Response
!
1!
Now!for!the!next!two!scores,!you!are!going!to!consider!the!text!as!a!whole.!
%
F.%Coherence%of%Narrative/Prompt%is%Clearly%Addressed%in%All%Elements%
(Address%the%principal%or%the%mayor%in%a%letter;%identify%a%problem;%explain%
your%idea%about%how%to%solve%it)%
%
4=narrative!is!coherentKthere!is!a!flow!of!ideas!that!are!expressed!in!at!least!
5!sentences!that!all!link!together!in!a!sensible!way;!all!elements!of!the!
prompt!are!addressed!!
!
3=!narrative!is!generally!coherentKthere!is!a!flow!of!ideas;!most!sentences!
link!together!in!a!sensible!way!and!several!aspects!of!the!prompt!are!
addressed!
!
2=!narrative!is!not!really!coherent;!all!sentences!don’t!link!together!in!a!
sensible!way!and!there!are!elements!of!the!prompt!not!addressed!
!
1=!narrative!is!not!at!all!coherent;!only!a!few!sentences!and!they!don’t!link!
together!in!a!sensible!way!
0=!unidentifiable,!and/or!irrelevant!content!
9= Blank / No Response!
%
G.%Spelling%and%Grammar%
%
4=!There!are!no!significant!spelling!or!grammar!errors!that!detract!from!
clarity!of!narrative!
!
3=!only!demonstrates!a!few!spelling!or!grammar!errors!that!do!not!detract!
significantly!from!clarity!of!narrative!or!from!proper!use!of!one!or!more!of!
the!focus!words!
!
2=!there!is!a!presence!of!some!spelling!and!grammar!errors!that!detract!from!
either!the!clarity!of!the!narrative!or!from!the!proper!use!of!one!of!the!focus!
words!
!
1=!there!are!numerous!spelling!and!grammar!errors!that!detract!significantly!
from!the!clarity!of!the!narrative!and!from!the!proper!use!of!the!focus!words!
0=significant amount of unidentifiable, and/or unclear spelling and grammar
9=Blank/No Response
!
!
2!