WASHINGTON EDITION
ASSESSMENT
LANDFORMS
Grade 5 Version
NOTE: This edition is the result of
collaboration among FOSS staff at
Lawrence Hall of Science, the Science
and Math Education Resource Center
(SMERC) at ESD 112, and many
dedicated teachers in Washington
State.
The Washington Edition was made
possible by the generous support of the
following organizations: Delta
Education; Educational Service District
112; Eisenhower Funding; Hewle�Packard; Intel; Lawrence Hall of Science
at the University of California, Berkeley;
Washington State School Districts; and
Washington State University, Vancouver.
ASSESSMENT CONTENTS
Investigations 1 – 4
2
End-of-Module Assessment 50
Assessment Blueprint
This folio contains a variety of resources that help teachers assess
student progress in reaching Grade Level Expectations (GLEs) as
outlined in the Essential Academic Learning Requirements (EALRs)
for science. These materials have been designed for Washington State
teachers using the 2000 edition of FOSS. Look in the Assessment
Overview, available at www.smerc.org, for more on how to use these
classroom-based assessments.
Scoring guides for each of the assessments begin on page 4, using a
+//– rubric.
+
going beyond expectations

meeting expectations
–
below expectations
The summative assessment scores more complex items with a 0-4
rubric.
4
going beyond expectations
3
meeting expectations
2
close to expectations
1
0
below expectations
off task, or no response
LANDFORMS
Grade 5 Version
60
INVESTIGATION
DUPLICATION
MASTER CHANGES
New student sheets
• no. 10a Stream-Table Data
• no. 10b Stream-Table Conclusion
• Inquiry Project Sheets
Modified student sheets
• no. 4 Response Sheet—
Investigation 1 (replacing
Schoolyard Models)
• no. 10 Stream-Table Investigation
• no. 11 Response Sheet—
Investigation 3 (replacing
Go with the Flow)
• no. 19 Response Sheet—
Investigation 4 (replacing
Build a Mountain)
1
INVESTIGATION 1: SCHOOLYARD MODELS
INVESTIGATION SUMMARY
INQUIRY
PART 1
SCHOOLYARD MODELS
• How is a model used to represent something in
the real world?
Students work in pairs to create a model of their
school site, using earth materials and plastic
cubes in a stream table.
• How is a model like the real thing and how is it
different?
Time: 40–50 minutes, in 1 or 2 sessions
PART 2
Students place a plastic grid over their
schoolyard models and trace the locations of
landforms and structures in their models.
VIEW FROM ABOVE
• How is a map like a model?
• How is a map different from a model?
Time: 25–30 minutes
PART 3
MAPMAKING
• How can you change the size of a map without
changing the information given?
Time: 30–40 minutes
2
Students transfer the information from their
overlay grids to a different scale on paper map
grids. They create a key for their map. They
compare features on their models and maps.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• A model can represent landforms and human
structures.
Teacher Observation
Building a schoolyard model
Science Notebook
Examining your model
Modeling. Understand how to use simple models
to represent objects, events, systems, and
processes. (GLE 2.1.4)
• Maps can be generated from models.
Modfied Student Sheet
• A map can represent landforms and human
structures.
Response Sheet—Investigation 1
• A cartographer is a person who constructs
maps.
• Maps can be transferred from one scale to
another.
• Maps have certain advantages over models; for
example, they are much more portable.
Evaluating Potential Solutions. Analyze how
well a design or a product solves a problem.
(GLE 3.1.3)
Science Notebook
Comparing a map and a physical model
Modeling. Understand how to use simple
models to represent objects, events, systems, and
processes. (GLE 2.1.4)
Examples of questions students might generate for inquiry projects or design challenges
• What would a map of the inside of the school building look like?
• What improvements could you make to your current playground? Make a model to show what the
improved playground would look like.
LANDFORMS
Grade 5 Version
3
FORMATIVE ASSESSMENT
INVESTIGATION 1:
SCHOOLYARD MODELS
PART 1: SCHOOLYARD MODELS
Use teacher observation to assess students’ ability to build a model
that accurately represents features of the selected school site.
Teacher Observation—Building a schoolyard model
Modeling. Understand how to use simple models to represent
objects, events, systems, and processes. (GLE 2.1.4)
Score
4
If the student...

puts the buildings and landforms in the correct
locations on the model.
–
cannot build a model that resembles the selected
school site.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Use the science notebook prompt below.
Notebook Prompts
What objects did you use to represent the structures and landforms in the
schoolyard model?
• For what purpose might you use a model of a schoolyard?
• What is a limitation of a physical model?
•
Science Notebook—Examining your model
Modeling. Understand how to use simple models to represent
objects, events, systems, and processes. (GLE 2.1.4)
Score
If the student...
+
lists all objects and what they represent; gives more
than one example of how a model of a schooyard
might be used (e.g. to develop a plan to redesign the
playground) or more than one limitation (e.g. some
features cannot be represented, or it’s difficult to carry
around).

lists most objects and what they represent; gives one
example of how a model can be used; gives one
limitation.
–
cannot give a satisfactory response for any of the three
questions.
LANDFORMS
Grade 5 Version
5
FORMATIVE ASSESSMENT
INVESTIGATION 1:
SCHOOLYARD MODELS
PART 2: VIEW FROM ABOVE
Use modified student sheet no. 4 called Response Sheet—Investigation 1.
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 1
Adri and a group from her Girl Scout troop were studying a local park to find out the best
place to put the new playground. They needed to present their plan to the city council.
They hoped that the council would approve their plan.
She and her friends couldn’t decide whether making a model of the playground or
drawing a map would be the best way to present their ideas.
What are the advantages of using a map?
Response Sheet—Investigation 1
Evaluating Potential Solutions. Analyze how well a design or
a product solves a problem. (GLE 3.1.3)
What are the advantages of using a model?
What do you think Adri and her friends should do?
Score
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
+
gives at least one advantage for a map and for a model;
suggests that using both a model and a map together
would provide the most information for the council.

gives at least one advantage for each; suggests using a
model or a map; gives clear reasons why that choice is
the best.
–
does not suggest using a model or a map, or does not
give clear reasons for using a model or map.
Investigation 1: Schoolyard Models
No. 4—Modified Student Sheet
WA Edition
No. 4—Modified Student Sheet
If the student...
Sample map advantages
Gives more detail
Has a scale with
measurements
Sample model advantages
Provides a three-dimensional
view
Providess a visual image of a
completed playground.
6
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 1
Adri and a group from her Girl Scout troop were studying a local park to find out the best
place to put the new playground. They needed to present their plan to the city council.
They hoped that the council would approve their plan.
She and her friends couldn’t decide whether making a model of the playground or
drawing a map would be the best way to present their ideas.
What are the advantages of using a map?
What are the advantages of using a model?
What do you think Adri and her friends should do?
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Schoolyard Models
No. 4—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 1:
SCHOOLYARD MODELS
PART 3: MAPMAKING
Use the science notebook prompt below a�er students complete
student sheet no. 5 called Map Grid.
Notebook Prompt
How is your map like the schoolyard model? How is your map different?
Science Notebook—Comparing a map and a physical model
Modeling. Understand how to use simple models to represent
objects, events, systems, and processes. (GLE 2.1.4)
Score
Sample similarity
Both show landforms and
objects and their placement
in the schoolyard.
Sample differences
The map is two-dimensional
while the physical model is
three-dimensional.
The map has a key for its
symbols and the physical
model doesn’t.
If the student...
+
gives more than one answer for each question.

gives at least one example for a likeness and one for a
difference.
–
gives an example(s) for only one of the two.
GOING FURTHER
If students have difficulty drawing the map on a smaller scale,
give them extra practice using the math extension where they
create enlarged versions of cartoons or drawings.
The physical model shows
height comparisons, while the
map doesn’t.
8
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Blank Page
LANDFORMS
Grade 5 Version
9
INVESTIGATION 2: STREAM TABLES
INVESTIGATION SUMMARY
INQUIRY
PART 1
EROSION
• What happens when water flows over earth
materials?
Time: 30–40 minutes
Students set up stream tables with earth material
(a mixture of clay and sand) and a water source.
They run a liter of water through the system and
focus their observations on the process of
erosion.
PART 2
DEPOSITION
• What happens to the earth materials eroded by
water?
• How does the size of a particle affect
deposition?
Students run the stream tables and focus on
deposition—where eroded earth materials are
later deposited—and the flow and course of the
water. They look closely at how particle size
affects the distance a material travels
downstream.
• How is the flow of a stream affected by erosion
and deposition?
Time: 40–50 minutes, in 1 or 2 sessions
10
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• A landform is a shape of the land.
Science Notebook
• Erosion wears away earth materials by water,
wind, or ice.
Simulation model
Modeling. Understand how to use simple models
to represent objects, events, systems, and processes.
(GLE 2.1.4)
Erosion and landforms
Processes and Interactions in the Earth System.
Know processes that change the surface of Earth.
(GLE 1.3.4)
• Deposition is the process by which eroded earth
materials se�le out in another place.
• The flow of water in a stream is affected by
barriers in its path caused by erosion and
deposition.
Science Notebook
Force of moving water
Processes and Interactions in the Earth System.
Know processes that change the surface of Earth.
(GLE 1.3.4)
Student Sheet
Response Sheet—Investigation 1 (Stream Tables)
Processes and Interactions in the Earth System.
Know processes that change the surface of Earth.
(GLE 1.3.4)
Explaining. Understand how to construct a
reasonable explanation using evidence.
(GLE 2.1.3)
Examples of questions students might generate for inquiry projects or design challenges
• How would changing the earth material in a stream table affect erosion and deposition?
• How would changing the liquid in a stream table affect erosion and deposition?
LANDFORMS
Grade 5 Version
11
FORMATIVE ASSESSMENT
INVESTIGATION 2: STREAM
TABLES
PART 1: EROSION
Use the science notebook prompts below to assess students’
understanding of how erosion can change the surface over which
water flows.
Notebook Prompts
•
•
What natural process does your stream table investigation model?
What landforms are created when water flows over earth materials?
Science Notebook—Simulation model (prompt 1)
Modeling. Understand how to use simple models to represent
objects, events, systems, and processes. (GLE 2.1.4)
Score
If the student...

is able to explain that their simulation was modeling
erosion that is caused by a river flowing over a flat
surface.
–
cannot explain the natural process the simulation
models.
Science Notebook—Erosion and landforms (prompt 2)
Processes and Interactions in the Earth System. Know
processes that change the surface of Earth. (GLE 1.3.4)
Score
12
If the student...

states that landforms such as valleys, floodplains,
mouths, canyons, and deltas are created.
–
cannot relate observations of the stream table to the
formation of landforms.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
INVESTIGATION 2: STREAM
TABLES
PART 2: DEPOSITION
Use the science notebook prompt below a�er Step 16 of the
investigation.
Notebook Prompt
Which gets deposited first by the force of moving water, sand or clay? Why
is that?
Science Notebook—Force of moving water
Processes and Interactions in the Earth System. Know
processes that change the surface of Earth. (GLE 1.3.4)
Score
If the student...
+
says that the sand se�les first because it is heavier and
that the clay travels farther because it is lighter.

says the sand se�les first; explains either that sand is
heavier or that clay is lighter.
–
says that the clay se�les first, or can’t give an
explanation for why the sand se�les first.
Investigation 2 Part 2 continued on next page
LANDFORMS
Grade 5 Version
13
FORMATIVE ASSESSMENT
Use student sheet no. 9 called Response Sheet—Stream Tables.
Name ________________________________
Date ___________________________________
RESPONSE SHEET—STREAM TABLES
One morning on his way to school, Josh noticed a fan-shaped pile of sand covering part of
the sidewalk. It wasn’t there the day before, and he wondered how it got there. He made a
list of clues to help solve the mystery. These are his clues.
1. It rained really hard last night.
2. They are digging the basement for a new house on the land next to the sidewalk
where I found the sand. There‛s a big pile of sand that they dug out.
3. When I look closely at the sand, I notice that there is some clay along the edges
of the fan farthest from the basement.
What ideas to you have for how the fan of sand got on the sidewalk? Write a note to
Josh describing your ideas and giving him some suggestions on where to look for more
evidence.
Response Sheet—Stream Tables
Processes and Interactions in the Earth System. Know
processes that change the surface of Earth. (GLE 1.3.4)
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
+
writes that the sand ended up on the sidewalk through
a process of erosion and deposition; includes two more
supporting facts, such as the hard rain caused erosion
of the big sand pile; the eroded earth material carried
by the flow of water and deposited on the sidewalk
created an alluvial fan; suggests other evidence to look
for, such as the sand matches the sand in the pile, or
the sand from the pile has clay that matches the clay
on the sidewalk.

writes that the rain probably washed some of the sand
onto the sidewalk through a process of erosion and
deposition; includes at least one supporting fact.
–
a�empts an explanation but gives mostly
misconceptions or irrelevant information.
Investigation 2: Stream Tables
No. 9—Student Sheet
WA Edition
No. 9—Student Sheet
What to Look For
Erosion wears away earth materials by
water, wind, or ice.
Deposition is the process by which
eroded earth materials se�le out in
another place.
If the student...
GOING FURTHER
Make notes about students who have difficulty with this sheet.
Spend a few extra minutes with them next time they run stream
tables and discuss where erosion and deposition are occuring.
14
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 2 (STREAM TABLES)
One morning on his way to school, Josh noticed a fan-shaped pile of sand covering part of
the sidewalk. It wasn’t there the day before, and he wondered how it got there. He made a
list of clues to help solve the mystery. These are his clues.
1. It rained really hard last night.
2. They are digging the basement for a new house on the land next to the sidewalk
where I found the sand. There‛s a big pile of sand that they dug out.
3. When I look closely at the sand, I notice that there is some clay along the edges
of the fan farthest from the basement.
What ideas do you have for how the fan of sand got on the sidewalk? Write a note to
Josh describing your ideas and giving him some suggestions on where to look for more
evidence.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Stream Tables
No. 9—Student Sheet
WA Edition
INVESTIGATION 3: GO WITH THE FLOW
INVESTIGATION SUMMARY
INQUIRY
PART 1
SLOPE
• How does the slope of the stream table affect
erosion and deposition?
Time: 30–40 minutes
Students continue their stream-table
experiments, investigating how slope of the land
affects erosion and deposition. Students record
their observations on Stream-Table Maps.
PART 2
FLOOD
• How does the amount of water that flows
through a stream affect erosion and
deposition?
Students continue to experiment with the stream
tables by testing the effects of different amounts
of flowing water. They record information on a
map.
Time: 30–40 minutes
PART 3
DESIGNING AN INVESTIGATION
• What variable can you test to find out more
about stream processes?
Time: 20–30 minutes for planning;
30–40 minutes for the investigation and
for preparing results;
40–50 minutes for presentations
16
Students design and carry out a stream-table
investigation to discover how human
modification influences stream processes. They
present the results of their investigation to the
class.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• Steeper slopes result in faster-flowing water,
which has more energy and can carry larger
loads of material, increasing the amount of
erosion and deposition.
Modified Student Sheet
Stream-Table Investigation
New Student Sheets
Stream-Table Data
Stream-Table Conclusion
Investigating Systems: GLEs 2.1.2—2.1.5
• During a flood, the stream’s velocity increases
dramatically, increasing erosion and
deposition.
Science Notebook
Effect of water volume
Structure of Physical Earth/Space and Living
Systems. Analyze how the parts of a system go
together and how these parts depend on each
other. (GLE 1.2.1)
Nature of Force. Understand forces in terms of
strength and direction. (GLE 1.3.1)
Modified Student Sheet
Response Sheet-Investigation 3
Explaining. Understand how to construct a
reasonable explanation using evidence.
(GLE 2.1.3)
• Apply content introduced in previous parts.
Modified Student Sheet
Stream-Table Investigation
New Student Sheets
Stream-Table Data
Stream-Table Conclusion
Investigating Systems: GLEs 2.1.1—2.1.3
Examples of questions students might generate for inquiry projects or design challenges
• How do different slopes affect erosion and deposition in a stream table?
• What would happen in a flood if the earth material was in a different location?
LANDFORMS
Grade 5 Version
17
FORMATIVE ASSESSMENT
INVESTIGATION 3: GO WITH
THE FLOW
PART 1: SLOPE
Use modified student sheet no. 10 called Stream-Table Investigation to
assess students’ ability to plan and conduct the investigation. Give
students the question for this investigation:
• How does the slope affect erosion of the earth materials?
Student Sheet—Stream-Table Investigation
Name ________________________________ Date ___________________________________
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2)
STUDENT SHEET – STREAM TABLE INVESTIGATION
In your plan, be sure to include the:
• prediction of the outcome of the investigation
• materials needed to do the investigation
• procedure that includes:
�
logical steps to do the investigation
�
variables kept the same (controlled)
�
one variable changed (manipulated)
�
any variables being measured and recorded
�
how o�en measurements are taken and recorded
Question:
Prediction: If .... then ... because
Score
If the student...
Materials:
Set-up:
The natural phenomena that this stream table is a model for is
+
writes a reasonable prediction that is related to the
investigative question; includes the variables changed
and the variable measured; lists materials needed;
describes a procedure that includes the controlled,
measured, and manipulated variables, and how o�en
to take and record measurements.

writes a reasonable prediction; lists materials needed;
describes a procedure that includes the controlled,
measured, and manipulated variables; mentions
something about taking measurements but is not
specific.
–
shows li�le or no understanding of how to plan an
investigation.
Drain hole
This is what my stream table looks like at the beginning of my investigation.
20 cm
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go With the Flow
No. 10—Modified Student Sheet
WA Edition
No. 10—Modified Student Sheet
Student Sheet—Stream-Table Investigation (Set-up)
Modeling. Understand how to use simple models to represent
objects, events, systems, and processes. (GLE 2.1.4)
Score
18
If the student...

describes the natural phenomena the stream table is
investigating (i.e. water flowing over a flat surface
such as a plateau, or water flowing down a slope such
as a hillside).
–
cannot describe the natural phenomena the stream
table is investigating.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
.
Use new student sheet no. 10a called Stream-Table Data and no. 10b
called Stream-Table Conclusion.
NOTE: Students will need to compare data in order to draw
conclusions. Looking at multiple trays serves as multiple trials, which
are important to give reliability to the investigation (GLE 2.2.4).
Name ________________________________ Date ___________________________________
STREAM-TABLE DATA
20 cm
Record Events
KEY
Sand/clay
earth mixture
Student Sheet—Stream-Table Data
Important events
Sand
Clay
Communicating. Understand how to report investigations and
explanations of objects, events, systems, and processes.
(GLE 2.1.5)
This is what my stream table looks like at the end of my investigation.
If the student...

draws a map of the stream table; records the
important events of erosion and deposition.
–
cannot draw a reasonable representation of the stream
table in the map space; does not record important
events.
Drain hole
Score
Elapsed
time
(minutes
after start)
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go With the Flow
No. 10a—New Student Sheet
WA Edition
No. 10a—New Student Sheet
Name ________________________________ Date ___________________________________
Student Sheet—Stream-Table Conclusion
STREAM TABLE CONCLUSION
Writing a Conclusion:
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
A�er completing your investigation, compare the results for the standard and modified
stream tables. Write a conclusion that explains whether your prediction was correct. In
your conclusion be sure to:
include supporting data from the drawings or data tables for
•
student sheet no. 10a
explain how this data supports your conclusion
•
Score
Supporting Data:
If the student...

states that the earth materials moved farther and
eroded faster in the slope tray; includes data from
modified student sheet no. 10 to support the
conclusion.
–
states that the earth materials in the slope tray moved
farther; does not use data from student sheet no. 10 to
explain the observation.
Explanation:
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go With the Flowt
No 10 b-New Student Sheet
WA Edition
No. 10b—New Student Sheet
LANDFORMS
Grade 5 Version
19
Name ________________________________ Date ___________________________________
STREAM-TABLE INVESTIGATION
Your plan should include all these parts.
• A question that can be investigated
• A prediction of the outcome of the investigation
• Materials needed to do the investigation
• A procedure that includes
 logical steps to do the investigation
 variables kept the same (controlled)
 one variable changed (manipulated)
 any variables being measured and recorded
 how o�en measurements are taken and recorded
Question
Prediction: If .... then ... because
Materials:
Set-up:
This stream table is a model for the natural phenomenon
Drain hole
This is what my stream table looks like at the beginning of my investigation.
20 cm
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go with the Flow
No. 10—Modified Student Sheet
WA Edition
Name ________________________________ Date ___________________________________
STREAM-TABLE DATA
Record events.
KEY
Sand/clay
earth mixture
Elapsed
time
(minutes
after start)
Important events
Sand
Clay
Drain hole
This is what my stream table looks like at the end of my investigation.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go with the Flow
No. 10a—New Student Sheet
WA Edition
Name ________________________________ Date ___________________________________
STREAM-TABLE CONCLUSION
Writing a Conclusion
A�er completing your investigation, compare the results for the standard and modified
stream tables. Write a conclusion that explains whether your prediction was correct. Your
conclusion should include these parts.
•
Supporting data from the drawings or data tables for
student sheet no. 10a
•
An explanation of how this data supports your conclusion
Supporting Data
Explanation
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go with the Flowt
No 10b—New Student Sheet
WA Edition
WASHINGTON EDITION
INVESTIGATION 3: GO WITH
THE FLOW
PART 2: FLOOD
Use the science notebook prompt below.
Notebook Prompts
1) What changes did you make in the setups for the standard, slope, and
flood investigations? What effect did each of these changes have on
the earth materials?
2) How are you changing the force of moving water in the flood
investigation?
Science Notebook—Effect of water volume (prompt 1)
Structure of Physical Earth/Space and Living Systems.
Analyze how the parts of a system go together and how these
parts depend on each other. (GLE 1.2.1)
Score
If the student...
+
can identify the input change for each system and
gives all three effects for each.

can identify the input change for each system and
gives at least one effect for each one.
–
cannot identify the input changes for each system
and/or gives at least one effect for each one.
Answer for Prompt 1
In the slope investigation the
height of the stream table changes
which causes earth materials to
move farther, erode faster, and
makes deeper canyons.
In the flood investigation a larger
hole releases water more quickly,
which causes the earth materials to move farther, erode faster,
travel farther and spread more.
Science Notebook—Effect of water volume (prompt 2)
Nature of Force. Understand forces in terms of strength and
direction. (GLE 1.3.1)
Score
If the student...
+
says that speed at which water (or the larger hole) is
released causes a greater force.

says the larger hole is the cause for the greater force.
–
gives only one of the responses or no correct response.
Investigation 3 Part 2 continued on next page
LANDFORMS
Grade 5 Version
23
FORMATIVE ASSESSMENT
Use modified student sheet no. 11 called Response Sheet—
Investigation 3.
What to Look For
The evidences that “flood casuses so much damage” are as follows:
• the erosion started sooner (19 seconds vs. 35 seconds)
• the flow took took less time (3:13 vs. 5:29)
• the delta began to appear earlier (56 sec. vs. 1:46).
Response Sheet—Investigation 3
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 3
Will and Sandi wanted to investigate stream tables further. They decided to find out what
effect flooding would have on a stream with a steep slope. They ran two tests, both with
the same slopes but one with normal water flow and one with flood water flow. They drew
a map and recorded elapsed time and important events for each run.
Key: Sand
Steep slope and normal flow
Elapsed time
Important events
Score
Steep slope and flood flow
Erosion begins
0:19
Erosion begins
1:46
Delta begins to
appear
0:56
Delta begins to
appear
5:29
End of flow
3:13
End of flow
When they finished, Sandi said, “Now I understand why floods cause so much damage.”
How do the results of the investigation above support Sandi’s statement?
If the student...
+
gives all three pieces of evidence from the list below;
uses specific data from the example.

gives two of the three pieces of evidence; gives specific
data from the example.
–
gives one piece of evidence; does not give
specific data from the example.
Clay
Elapsed time Important events
0:35
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Investigation 3: Go with the Flow
No. 11—Modified Student Sheet
WA Edition
No. 11—Modified Student Sheet
24
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 3
Will and Sandi wanted to investigate stream tables further. They decided to find out what
effect flooding would have on a stream with a steep slope. They ran two tests, both with
the same slopes but one with normal flow and one with flood flow. They drew a map and
recorded elapsed time and important events for each run.
Key: Sand
Steep slope and normal flow
Clay
Steep slope and flood flow
Elapsed time
Important events
Elapsed time Important events
0:35
Erosion begins
0:19
Erosion begins
1:46
Delta begins to
appear
0:56
Delta begins to
appear
5:29
End of flow
3:13
End of flow
When they finished, Sandi said, “Now I understand why floods cause so much damage.”
How do the results of the investigation support Sandi’s statement?
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go with the Flow
No. 11—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 3: GO WITH
THE FLOW
PART 3: DESIGNING AN INVESTIGATION
Name ________________________________ Date ___________________________________
STUDENT SHEET – STREAM TABLE INVESTIGATION
In your plan, be sure to include the:
• prediction of the outcome of the investigation
• materials needed to do the investigation
• procedure that includes:
�
logical steps to do the investigation
�
variables kept the same (controlled)
�
one variable changed (manipulated)
�
any variables being measured and recorded
�
how o�en measurements are taken and recorded
Use the Stream Table Investigation Sheets (pages 20-22 in this folio)
to plan and conduct an investigation using some of the stream-table
ideas in student sheet no. 12. Help students formulate a question that
contains the changed and measured variables. For example, rephrase
the question, “What happens if you dam the stream?” as “Does
having a dam in the stream (changed variable) affect the amount of
erosion (measured variable) that takes place?”
Question:
Prediction: If .... then ... because
Materials:
Set-up:
The natural phenomena that this stream table is a model for is
This is what my stream table looks like at the beginning of my investigation.
Name ________________________________ Date ___________________________________
Drain hole
STREAM-TABLE DATA
20 cm
Record Events
KEY
Sand/clay
earth mixture
Elapsed
time
(minutes
after start)
Important events
Use the scoring rubric found on page 27 to calculate points, scoring
one point for each a�ribute.
Sand
Clay
20 cm
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go With the Flow
No. 10—Modified Student Sheet
WA Edition
This is what my stream table looks like at the end of my investigation.
Name ________________________________ Date ___________________________________
STREAM TABLE CONCLUSION
A�er completing your investigation, compare the results for the standard and modified
stream tables. Write a conclusion that explains whether your prediction was correct. In
your conclusion be sure to:
include supporting data from the drawings or data tables for
•
student sheet no. 10a
explain how this data supports your conclusion
•
Drain hole
Writing a Conclusion:
Supporting Data:
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go With the Flow
No. 10a—New Student Sheet
WA Edition
Explanation:
Student Sheets—Stream-Table Investigation, Stream-Table
Data, and Stream-Table Conclusion
Questioning. Understand how to ask a question about objects,
organisms, and events in the environment. (GLE 2.1.1)
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2)
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Go With the Flowt
No 10 b-New Student Sheet
WA Edition
Masters found on pages 20-22
26
If the student...
4
scores between 10 and 14 points out of a possible 14.
3
scores between 8 and 9 points out of a possible 14.
2
scores between 6 and 7 points out of a possible 14.
1
scores between 4 and 5 points out of a possible 14.
0
scores less than 4 points.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
STUDENT INQUIRY PROJECT SCORING RUBRIC
Questioning. Understand how to ask a question about objects, organisms, and events in the
environment. (GLE 2.1.1)
Investigation A�ribute
If the student . . .
Question
Asks a question that can be investigated.
Value
Point
1
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
Value
Point
Investigation A�ributes
If the student . . .
Prediction
Relates the prediction to the investigative question and includes
both the changed variable and the measured variable.
Materials
Lists the materials for the procedure.
Logical steps
Writes the steps of the investigation in a logical order. Includes
enough detail so that someone could repeat the procedure.
Variables kept the same
(controlled)
Identifies at least one variable that stays the same.
1
1
1
1
One changed variable (ma- Identify the correct variable that changes.
nipulated)
1
One measured variable
Identifies the variable to be measured and the units to be used.
1
Repeated trials
Plan for more than one trial.
1
Record measurements
States how you will record data.
1
Conducts investigation
Follows the procedure as planned unless problems arise, then
adjusts the procedure.
1
Data collection
Collects and records data.
1
Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)
Value
Point
Investigation A�ributes
If the student . . .
Cites data
Reports lowest supporting data.
1
Cites data
Reports highest supporting data.
1
Explanation
Uses data to form a reasonable explanation.
1
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project Sheet (4 of 4)
New Student Sheet
WA Edition
INVESTIGATION 4: BUILD A MOUNTAIN
INVESTIGATION SUMMARY
INQUIRY
PART 1
MAKING A TOPOGRAPHIC MAP
• How can we make a map that depicts different
elevations of a mountain?
Students build a model mountain by
stacking and orienting six foam layers. They
trace outlines of the six pieces onto paper,
creating a topographic map of the mountain.
Time: 30–40 minutes
PART 2
DRAWING A PROFILE
• How can we draw the profile of a mountain
from a topographic map?
Students use their topographic maps to produce
two-dimensional profiles, or cross sections, of
their foam mountains.
Time: 20–30 minutes
PART 3
FOSS CREEK MAP
• What information can we get from a
topographic map?
Students apply what they have learned to
interpret a topographic map that describes the
landforms in the Foss Creek area.
Time: 30–40 minutes
28
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• A topographic map uses contour lines to show
the shape and elevation of the land.
• The change in elevation between two adjacent
contour lines is always uniform.
• The closer the contour lines, the steeper the
slope and vice versa.
• A profile is a side view or cross section of a
landform.
• A profile can be drawn from information
given on a topographic map.
• All topographic maps use contour lines to
show the shape and elevation of the land.
• Most topographic maps use the same types of
symbols to represent landforms and other
human-made and natural features.
Science Notebook
Contour lines
Modeling. Understand how to use simple models
to represent objects, events, systems, and
processes. (GLE 2.1.4)
Science Notebook
Mountain map and profile
Modeling. Understand how to use simple models
to represent objects, events, systems, and
processes. (GLE 2.1.4)
Modified Student Sheet
Response Sheet—Investigation 4
Science Notebook
Shapes of the earth
Components and Pa�erns of Earth Systems.
Understand that Earth’s system includes a
mostly solid interior, landforms, bodies of water,
and an atmosphere. (GLE 1.2.4)
Examples of questions students might generate for inquiry projects or design challenges
• Can you create a new topographic map for the same mountain using different contour intervals?
Show the new map.
LANDFORMS
Grade 5 Version
29
FORMATIVE ASSESSMENT
INVESTIGATION 4: BUILD A
MOUNTAIN
PART 1: MAKING A TOPOGRAPHIC MAP
Use the science notebook prompt below.
Notebook Prompts
• What do you notice about the contour lines on the steeper side of the
mountain?
• How can you determine the contour interval on a map?
Science Notebook—Contour lines
Modeling. Understand how to use simple models to represent
objects, events, systems, and processes. (GLE 2.1.4)
Score
30
If the student...

explains that contour lines close together represent a
steep slope and that you can look at the scale or the
difference between two adjacent contour lines to figure
out the contour interval.
–
does not understand that contour lines close together
represent a steep slope or how to find out the contour
interval.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
INVESTIGATION 4: BUILD A
MOUNTAIN
PART 2: DRAWING A PROFILE
Use the science notebook prompt below.
Notebook Prompt
Compare the representations of Mt. Shasta models, describing advantages and
disadvantages for a foam mountain model, the contour map, and the profile.
Science Notebook—Mountain map and profile
Modeling. Understand how to use simple models to represent
objects, events, systems, and processes. (GLE 2.1.4)
Score
+
If the student...
states an advantage and disadvantage for each
representation (see sample answer in sidebar).

states an advantage and disadvantage for each
representation.
–
cannot compare the advantages and disadvantages of
the three models.
Sample Answer
The contour map can fit in a pack,
shows all sides of the area, and shows
elevation changes. But you have to
understand how to read a contour map
in order to visualize the terrain.
The foam map makes it easier to
understand what the terrain looks like
amd shows all sides of the terrain. But
it isn’t easy to carry.
The Profile map is easier to visualize
a side view and you can carry it in a
pack. But it onl.y shows one side of the
terrain.
LANDFORMS
Grade 5 Version
31
FORMATIVE ASSESSMENT
INVESTIGATION 4: BUILD A
MOUNTAIN
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 4
PART 3: FOSS CREEK MAP
William and his uncle hiked to Mallard Peak, a landform in a nearby park. William wrote
these observations in his journal.
We started our hike at the picnic area where we saw a flock of ducks in the
marsh. We hiked past the lake until we got to the creek. It was a steep
climb to the waterfall, but it was beautiful. Farther up the mountain, we
found a spring in a large flat area before our final climb to the top. We
ate lunch near the benchmark.
The way down was not as steep and we stopped at some tables and cooled our
feet in a spring. We finally ended up where we had parked our car near
the highway.
Use modified student sheet no. 19 called Response Sheet—
Investigation 4.
Draw the trail on the topographic map that William and his uncle took. Label the start and
end points. Use arrows to show the direction they hiked.
(NOTE: They never walked by the same place twice.)
Response Sheet—Investigation 4
Components and Patterns of Earth Systems. Understand
that Earth’s system includes a mostly solid interior, landforms,
bodies of water, and an atmosphere. (GLE 1.2.4)
Score
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Build a Mountain
No. 19—Modified Student Sheet
WA Edition
No. 19—Modified Student Sheet
If the student...

correctly represents the trail taken by William and his
uncle; adds arrows and labels.
–
cannot identify the trail taken by William and his
uncle.
Answer
What to look for
X End

X Start

Students should use arrows to
indicate direction of travel (see
illustration below).
32


The trail should leave the peak, go
down the gentle slope to the spring at
160 m and end at the picnic area near
the highway.



The trail should start at the picnic
area near the marsh, go along the lake
to the creek, then up to the waterfall,
the spring in the flats, and up to the
peak.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
A�er reading “Shapes of the Earth “pages 27-34 in FOSS Science Stories
use the science notebook prompt below.
Notebook Prompt:
Give four examples explaining how constructive processes such as
earthquakes, volcanoes, and glaciers create landforms.
Science Notebook—Shapes of the earth
Components and Patterns of Earth Systems. Understand
that Earth’s system includes a mostly solid interior, landforms,
bodies of water, and an atmosphere. (GLE 1.2.4)
Score
If the student...
Answers
+
names more than four processes and the landforms
they create.

names four processes and the landforms they create.
Tetonic plates push against each
other causing upli�s and forming
mountains.
cannot name the processes and the landforms they
create.
Magma pushes upward on the
crust to form dome mountains.
–
Volcanoes create mountains and
mountain ranges and form caves.
Earthquakes create faults.
Waves create beaches and dunes
and form caves.
Glaciers widen valleys and form
plains.
LANDFORMS
Grade 5 Version
33
FORMATIVE ASSESSMENT
Blank Page
34
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 4
William and his uncle hiked to Mallard Peak, a landform in a nearby park. William wrote
these observations in his journal.
We started our hike at the picnic area, where we saw a flock of ducks
in the marsh. We hiked past the lake until we got to the creek. It was
a steep climb to the waterfall, but it was beautiful. Farther up the
mountain, we found a spring in a large flat area before our final climb to
the top. We ate lunch near the benchmark.
The way down was not as steep. We stopped at some tables and cooled our
feet in a spring. We finally ended up where we had parked our car near
the highway.
Draw the trail on the topographic map that William and his uncle took. Label the start and
end points. Use arrows to show the direction they hiked.
NOTE: They never walked by the same place twice.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Build a Mountain
No. 19—Modified Student Sheet
WA Edition
INVESTIGATION 5: BIRD’S EYE–VIEW
INVESTIGATION SUMMARY
INQUIRY
PART 1
MT. SHASTA TOPOGRAPHIC MAP
• How do you read a topographic map?
• What do the symbols, colors, and textures on a
topographic map mean?
Students work with USGS topographic maps of
Mt. Shasta, learning how to read the map’s
symbols and language. They compare their foam
mountains to the maps and challenge each other
to find mystery locations on the map.
Time: 45–50 minutes
PART 2
MT. SHASTA AERIAL PHOTOS
• What are the similarities and differences
between a topographic map and an aerial
photo of the same area?
Students compare an aerial photograph of
Mt. Shasta to the topographic map and foam
mountain.
Time: 20–30 minutes
PART 3
DEATH VALLEY AND GRAND CANYON MAPS
• Can you make a map from an aerial
photograph?
Time: two 40–50 minute sessions
Students view aerial photographs of Death
Valley and the Grand Canyon and compare them
to their corresponding topographic maps. In an
optional activity, students use the aerial photo
and a grid to create their own landform maps of
these areas.
PART 4
CHOOSING YOUR OWN INVESTIGATION
• Students ask their own questions and plan
investigations or research to answer them.
Time: 4–6 sessions
36
Students select a topic from their study of
landforms and topographic maps to investigate
in greater depth. They share results with the rest
of the class in a formal presentation.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• A topographic map uses contour lines to show
the shape and elevation of the land.
• Many symbols are used on topographic maps
to provide important information.
• Photographs and topographic maps are two
ways to represent a real place.
• Photographs and topographic maps provide
information about the area they represent.
Science Notebook
Aerial photography
Relationship of Science and Technology.
Understand that people have invented tools for
everyday life and for scientific investigations.
(GLE 3.2.2)
Student Sheet
Mt. Shasta Questions
Components and Pa�erns of Earth Systems.
Understand that Earth’s system includes a
mostly solid interior, landforms, bodies of water,
and an atmosphere. (GLE 1.2.4)
Student Sheet
Response Sheet—Bird’s-Eye View
Evaluating Potential Solutions. Analyze how
well a design or a product solves a problem.
(GLE 3.1.3)
• Maps can be drawn from aerial photographs.
Science Notebook
• A photograph does not give enough
information to make a complete topographic
map.
Death Valley
• Apply concepts concerning landforms and
topographic maps.
Performance Assessment
Processes and Interactions in the Earth System.
Know processes that change the surface of Earth.
(GLE 1.3.4)
Inquiry or Design Project
Investigating Systems: GLEs 2.1.1—2.1.5
or Designing Solutions: GLEs 3.1.1—3.1.3
Examples of questions students might generate for inquiry projects or design challenges
• How could I create a topographical map to show the results of a stream table investigation? Show the
new map.
• Does changing the earth material reduce the amount of erosion in the stream table?
LANDFORMS
Grade 5 Version
37
FORMATIVE ASSESSMENT
INVESTIGATION 5: BIRD’S–EYE
VIEW
PART 1: MT. SHASTA TOPOGRAPHIC MAP
A�er reading “Aerial Photography” pages 35-36 in FOSS Science
Stories, use the science notebook prompt below.
Notebook Prompt:
How are aerial photograhs useful to cartographers?
Science Notebook—Aerial photography
Relationship of Science and Technology. Understand that
people have invented tools for everyday life and for scientific
investigations. (GLE 3.2.2)
Score
38
If the student...

gives an example of how aerial photography is useful
to cartographers (e.g. gives more detailed pictures of
the earth. can be overlapped to show large areas, helps
us draw more accurate maps, can be used to create
special-purpose maps).
–
cannot give an example of how aerial
photography solves a problem.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Blank Page
LANDFORMS
Grade 5 Version
39
FORMATIVE ASSESSMENT
INVESTIGATION 5: BIRD’S–EYE
VIEW
PART 2: MT. SHASTA AERIAL PHOTOS
Use student sheet no. 21 called Mt. Shasta Questions, items 1, 6, and 8.
See answer sheet in the teachers’ guide.
Student Sheet—Mt. Shasta Questions (Items #1, #6, #8)
Name ________________________________
Date ___________________________________
MT. SHASTA QUESTIONS
Use the aerial photograph and topographic map of Mt. Shasta to answer the following
questions.
1. Describe two landforms you see in the aerial photograph.
Components and Patterns of Earth Systems. Understand
that Earth’s system includes a mostly solid interior, landforms,
bodies of water, and an atmosphere. (GLE 1.2.4)
Score
2. Describe two human-made features you see in the aerial photograph.
3. What do you think the white areas are on the top of Mt. Shasta?
If the student...

identifies landform in the aerial photograph.
–
cannot dentify landforms in the aerial photograph.
4. Find the landform called Shastina. What is its elevation? ___________________________
5. Find Inconstance Creek. Which direction does it flow? _____________________________
6. Find Whitney Glacier. Write down the names for two other landforms near the glacier’s
highest point.
7. Find North Gate. What is its elevation? __________________________________________
8. Find the following landforms on both the map and aerial photograph. Give the name of
the feature if it is available or the name of a nearby feature.
a. Spring _________________________________
b. Lake __________________________________
c. Mountain ridge _________________________
d. Lava flow ______________________________
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Build a Mountain
No. 21—Student Sheet
WA Edition
No. 21—Student Sheet
40
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Use student sheet no. 22 called Response Sheet—Bird’s-Eye View. (For
be�er quality master, use the master in the teachers guide for copying
rather than this folio.)
Name ________________________________
Response Sheet—Bird’s-Eye View
Ben is a student representative
working with the city planning
commission to plan a bike trail
around his community. Last week he
visited the U.S. Geological Survey’s
map center with his aunt. While he
was there, he found a topographic
map of the area where he lived. He
also found an aerial photograph of
the same area. He only had enough
money to buy either the topographic
map or the photograph, but he
couldn’t get both.
Evaluating Potential Solutions. Analyze how well a design or
a product solves a problem. (GLE 3.1.3)
Score
If you were Ben, which would you buy if
you wanted the one that would give you
the most information for planning the
bike trail? Explain why you chose the one
you did.
If the student...
+
advises Ben to buy the topographic map; explains that
although you can see landforms and structures on both
the photo and the map, the topographic map provides
more detail and includes other information (i.e. the
changing elevations of the land ); identifies three
matching structures or landforms.

advises Ben to buy the topographic map; explains that
the topographic map provides more detail than the
photo; identifies three matching structures or
landforms.
–
Date ___________________________________
RESPONSE SHEET—BIRD'S-EYE VIEW
On the aerial photograph and the
topographic map shown on this sheet,
identify three common structures or
landforms. Circle each on the map and
photo and give them matching numbers
to identify them as the same.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Build a Mountain
No. 22—Student Sheet
WA Edition
No. 22— Student Sheet
advises Ben to buy the photo, or give inadequate
explanation; cannot identify three matching structures
or landforms.
LANDFORMS
Grade 5 Version
41
Name ________________________________
Date ___________________________________
MT. SHASTA QUESTIONS
Use the aerial photograph and topographic map of Mt. Shasta to answer the following
questions.
1. Describe two landforms you see in the aerial photograph.
2. Describe two human-made features you see in the aerial photograph.
3. What do you think the white areas are on the top of Mt. Shasta?
4. Find the landform called Shastina. What is its elevation? ___________________________
5. Find Inconstance Creek. Which direction does it flow? _____________________________
6. Find Whitney Glacier. Write down the names for two other landforms near the glacier’s
highest point.
7. Find North Gate. What is its elevation? __________________________________________
8. Find the following landforms on both the map and aerial photograph. Give the name of
the feature if it is available or the name of a nearby feature.
a. Spring _________________________________
b. Lake __________________________________
c. Mountain ridge _________________________
d. Lava flow ______________________________
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Build a Mountain
No. 21—Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
RESPONSE SHEET—BIRD'S-EYE VIEW
Ben is a student representative
working with the city planning
commission to plan a bike trail
around his community. Last week he
visited the U.S. Geological Survey’s
map center with his aunt. While he
was there, he found a topographic
map of the area where he lived. He
also found an aerial photograph of
the same area. He only had enough
money to buy either the topographic
map or the photograph, but he
couldn’t get both.
If you were Ben, which would you buy if
you wanted the one that would give you
the most information for planning the
bike trail? Explain why you chose the one
you did.
On the aerial photograph and the
topographic map shown on this sheet,
identify three common structures or
landforms. Circle each on the map and
photo and give them matching numbers
to identify them as the same.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Build a Mountain
No. 22—Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 5: BIRD’S–EYE
VIEW
PART 3: DEATH VALLEY AND GRAND
CANYON MAPS
Have students use the Death Valley Photo and the Furnace Creek Map
to answer the science notebook prompt below.
Notebook Prompt
What evidence do the map and phote give you that a large volume of water
created the alluvial fan?
Science Notebook—Death Valley
Processes and Interactions in the Earth System. Know
processes that change the surface of Earth. (GLE 1.3.4)
Score
44
If the student...

says that the sides of the valleys are steep and the
alluvial fans are long and wide.
–
cannot point to evidence that a large volume of water
created the alluvial fan.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
INVESTIGATION 5: BIRD’S–EYE
VIEW
PART 4: CHOOSING YOUR OWN
INVESTIGATION
INQUIRY OR DESIGN PROJECT
The inquiry or design project replaces “Choosing Your Own
Investigation.” It can be completed at any point in the module with
any lesson that lends itself to students’ independently carrying out
an investigation, starting from their own question, to drawing a
conclusion. See examples of inquiry questions at the bo�om of each
At a Glance page.
Use materials available from the FOSS kit and add materials as
needed or possible. Use the inquiry project sheets, which are also in
the Assessment Overview with more detailed information.
Name ________________________________
Date ___________________________________
THINKING ABOUT MIXTURES
1. Is salt and water a mixture, a solution, or both?
2. Explain your answer.
3. Why can’t you see salt when it dissolves in water?
4. Why was the screen or the filter successful in separating some mixtures, but not others?
NOTE: Students should complete an entire inquiry project at least
once in each module to build understanding of the inquiry and design
process by the fi�h and sixth grades.
INQUIRY OR DESIGN PROJECT SCORING GUIDES
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Separating Mixtures
No. 3—Modified Student Sheet
WA Edition
Use the Student Project Scoring Rubric to grade projects. Score one
point for each a�ribute in the list. By the end of fi�h grade, students
should be able to score between 10 and 13 points for planning an
investigation to meet standards on the WASL.
LANDFORMS
Grade 5 Version
45
Name ________________________________ Date ___________________________________
INQUIRY PROJECT
Plan an investigation to answer a question.
Your plan should include all these parts.
• A question that can be investigated
• A prediction of the outcome of the investigation
• Materials needed to do the investigation
• A procedure that includes
 logical steps to do the investigation
 variables kept the same (controlled)
 one variable changed (manipulated)
 any variables being measured and recorded
 how o�en measurements are taken and recorded
Question
Prediction
Materials
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project Sheet (1 of 4)
New Student Sheet
WA Edition
Name ________________________________ Date ___________________________________
INQUIRY PROJECT (continued)
You may use the space below for a labeled diagram to support your procedure.
Procedure
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project Sheet (2 of 4)
New Student Sheet
WA Edition
Name ________________________________ Date ___________________________________
WRITING A CONCLUSION
Data Collected
A�er completing your investigation, write a conclusion that explains whether your
prediction was correct. Your conclusion should include these parts.
•
Supporting data from your data table
•
An explanation of how this data supports your conclusion
Supporting Data
Explanation
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project Sheet (3 of 4)
New Student Sheet
WA Edition
STUDENT INQUIRY PROJECT SCORING RUBRIC
Questioning. Understand how to ask a question about objects, organisms, and events in the
environment. (GLE 2.1.1)
Investigation A�ribute
If the student . . .
Question
Asks a question that can be investigated.
Value
Point
1
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
Value
Point
Investigation A�ributes
If the student . . .
Prediction
Relates the prediction to the investigative question and includes
both the changed variable and the measured variable.
Materials
Lists the materials for the procedure.
Logical steps
Writes the steps of the investigation in a logical order. Includes
enough detail so that someone could repeat the procedure.
Variables kept the same
(controlled)
Identifies at least one variable that stays the same.
1
1
1
1
One changed variable (ma- Identify the correct variable that changes.
nipulated)
1
One measured variable
Identifies the variable to be measured and the units to be used.
1
Repeated trials
Plan for more than one trial.
1
Record measurements
States how you will record data.
1
Conducts investigation
Follows the procedure as planned unless problems arise, then
adjusts the procedure.
1
Data collection
Collects and records data.
1
Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)
Value
Point
Investigation A�ributes
If the student . . .
Cites data
Reports lowest supporting data.
1
Cites data
Reports highest supporting data.
1
Explanation
Uses data to form a reasonable explanation.
1
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project Sheet (4 of 4)
New Student Sheet
WA Edition
SUMMATIVE ASSESSMENT
END-OF-MODULE ASSESSMENT
This assessment is used as an evaluative tool a�er all the
investigations have been completed. It checks student content
knowledge, skills in conducting investigations, and explanation
building. Items are in three formats: performance tasks, multiplechoice/short-answer items (which give students practice for
standardized tests), and narrative items that require students to write
short explanations.
MATERIALS FOR EACH MAPPING STATION
•
Colored pencils (optional) *
Assessment sheet no. 7 called Performance Assessment:
Mapping
MATERIALS FOR EACH STREAM-TABLES STATION
�
�
•
1
Stream-Table Map folder (See Step 5 of Ge�ing Ready.)
•
Assessment sheet nos. 8–11 called Performance Assessment:
Stream Tables
MATERIALS FOR WRITTEN ASSESSMENT
�
•
Assessment sheet nos. 12-16
*
Supplied by the teacher
�
Use the duplication master to make copies.
ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT
STUDENT NAME
Performance
Multiple-Choice
Assessment
Short-Answer
Narrative
variables
#1–10
#11–14
#15–16
Portfolio
Assessment
Notes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
FOSS Variables Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
FOSS Variables Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Assessment Chart
No. 5—Assessment Sheet
No. 5—Assessment Sheet
50
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
GETTING READY
1. SCHEDULE THE ASSESSMENT
You may need to give the assessment in two sessions: one for the
performance items, and one for the multiple-choice/short-answer
and narrative items. Read through Steps 2 and 3 below before
deciding how you will proceed.
2. ADMINISTER THE PERFORMANCE ITEMS
The performance assessment is in two parts: one assesses
understanding of making maps and the other interpretation of maps
and logs.
The Mapping Task. The mapping performance task requires only a
pencil and the assessment sheet, so it is possible to assess all
students at the same time. If you prefer that they not be able to look
at each others’ papers, then set up eight stations around the room
where students can work individually. The Stream-Tables Task.
If you want students to work individually, you can assess eight
students at a time. Set up eight identical stations for the streamtables task around the room. (If you are using stations for the
mapping task also, you might set up both tasks at each
station.) Students will need 10–15 minutes to complete the
assessment sheets. Send shi�s of students to the stations until all
have had a chance to complete both tasks. Students waiting to take
their turn at the performance tasks can be completing the multiplechoice/short-answer and narrative items, or working on some other
quiet activity.
LANDFORMS
Grade 5 Version
51
SUMMATIVE ASSESSMENT
If you don’t have time for each student to complete the StreamTables Map, have students work in groups. Have students discuss
together the stream-table maps and logs. A�er the group
completes their discussion, each student fills in his or her
assessment sheet individually. The completed assessment sheets
should reflect each student’s learning.
3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER
AND NARRATIVE ITEMS
Assessment items in content areas such as science o�en require
a fairly high level of reading. If you feel that students will have
a difficult time reading the items on their own, you can read
each item and its possible answers (when appropriate) aloud.
Have students mark their answers and move on to the next item,
working together through the assessment, item by item.
4. COPY ASSESSMENT SHEETS
Make copies of the assessment masters provided a�er this folio.
Each student needs one set of assessment sheet nos. 7–16. Make
a copy of assessment chart no. 5 to record scores.
52
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
5. SET UP THE PERFORMANCE STATIONS
Set up stations for the performance tasks as suggested below.
Mapping Station
•
Students will need a pencil, colored pencils (optional), the
assessment sheet, and a full view of the classroom to
complete this task.
Stream-Tables Station
•
Prepare a Stream-Table Map folder by a�aching a copy of
assessment sheet no. 8 to the le� side of a manila folder and
a copy of assessment sheet no. 9 to the right side of a manila
folder.
•
Put a Stream-Table Map folder at each station.
NOTE: Students fill out two sheets at this station.
Stream-Table Map Folder
Name ____________________________________
Name ____________________________________
Date _____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
END-OF-MODULE ASSESSMENT for Landforms
PERFORMANCE ASSESSMENT: STREAM TABLES
PERFORMANCE ASSESSMENT: STREAM TABLES
STREAM TABLE MAP: NO SLOPE
STREAM TABLE MAP: SLOPE
Drain
hole
Drain
hole
20 cm
20 cm
STREAM LOG
KEY
ELAPSED
TIME
Sand and clay
(minutes
after start)
Sand
1/2 min.
3 min.
Clay
Water
ELAPSED
TIME
IMPORTANT EVENTS
Sand and clay
(minutes
after start)
Hole in earth material under water source
Sand
1/2 min.
Hole in earth material under water source
Earth material slumps.
Clay
2 min.
Earth material slumps.
3 1/2 min.
Canyon forms.
Water
2 1/2 min.
Canyon forms.
4 min.
Delta forms.
3 min.
Delta forms.
4 1/2 min.
Water cloudy.
3 1/2 min.
Water cloudy.
5 min.
Water stops flowing.
4 min.
Water stops flowing.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
LANDFORMS
STREAM LOG
KEY
IMPORTANT EVENTS
Summative Assessment
No. 8—Assessment Sheet
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Grade 5 Version
Summative Assessment
No. 9—Assessment Sheet
53
SUMMATIVE ASSESSMENT
Landforms
END-OF-MODULE
ASSESSMENT
SCORING GUIDES
Performance Assessment
Performance Assessment Item—Mapping
Score
54
If the student...
4
draws the map from a bird’s-eye view and includes
the following features: tables/desks, chairs, doors,
sink (if applicable), and other features of the room
(e.g. chalkboards, U.S. flag, windows, etc.); accurately
reflects the shape of the room in the map (be lenient
when evaluating scale and proportion); represents
chairs and tables symbolically; uses a key to explain
the symbols.
3
draws the map from a bird’s-eye view; omits one of
the features above, but draws a map that is essentially
correct.
2
draws the map mostly from a bird’s-eye view; leaves
off more than one important feature of the room,
reverses or confuses the relative positions of the key
features, or draws the room in a vastly different shape
than reality; leaves off a key (or creates a nonsensical
key), but draws a map that is otherwise correct and
complete.
1
draws the map from a side view; omits several key
features of the room and reverses or confuses the relative positions of features included; omits the key or
creates a nonsensical key.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Performance Assessment Item—Stream Tables
Sample answers (accept all reasonable answers).
a.
Earth materials separated in both; both made a channel; sand
is in the middle channel and clay on the sides.
b. In the slope table the earth material went farther and the
channel branched more.
c.
The events occurred in the same order in both logs.
d. The events happened faster in the slope investigation.
e.
When there is a slope, things happen faster, the canyons get
deeper, and the deltas get bigger because more material is
being carried downstream.
f.
Events would happen even faster, canyons would be deeper,
and there would be more material deposited in a delta.
g. Canyons form when water erodes earth materials.
h. Erosion.
i.
Deltas are formed when earth materials are carried to the
mouth of a river and deposited there.
j.
Deposition.
Score
If the student...
4
answers all parts of the performance task with clear
and correct explanations.
3
answers all parts of the performance task; clear and
correct explanations for all but one or two.
2
answers all parts of the performance task; gives clear
and correct answers at least half of the time.
1
answers most parts of the performance task; gives
many unclear answers.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
LANDFORMS
Grade 5 Version
55
SUMMATIVE ASSESSMENT
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
MULTIPLE-CHOICE/SHORT-ANSWER ITEMS
Directions: For each of the questions below, circle the letter of the best answer.
Multiple-Choice Items
Score 1 point for each correct answer.
1. C
6. A
2. B
7. A
3. A
8. C
4. D
9. D
5. B
10. D
1. Which of these is NOT a model?
A.
B.
C.
D.
a matchbox car
a doll
a van
a teddy bear
2. If the scale of a map is 1:1000, a 10-cm-long field on the map has an actual length of
A.
B.
C.
D.
10 m.
100 m.
1000 m.
10,000 m.
3. The process of wearing away earth materials by water, wind, or ice is called
A. erosion.
B. deposition.
C. slump.
D. flooding.
4. A fan-shaped deposit of earth materials at the mouth of a stream is called a
A. valley.
B. canyon.
C. channel.
D. delta.
5. Which of these statements about deposition is correct?
A.
B.
C.
D.
6. In the stream-table experiment, which of these can increase the amount of erosion and
deposition?
A.
B.
C.
D.
Short-Answer Items
Larger particles usually take longer to settle.
Smaller particles usually take longer to settle.
Large and small particles take the same time to settle.
Sometimes larger particles take longer to settle, sometimes smaller ones do.
Use more water.
Use less water.
Make the slope flatter.
Put a barrier in the water path.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
Summative Assessment
No. 12—Student Sheet
MULTIPLE-CHOICE/SHORT-ANSWER ITEMS
Use the topographic map to answer the questions.
No. 12—Assessment Sheet
Short-Answer Item 11
The answers are
c—mouth
e—mountain
a—valley
b—plateau
d—plain
f—canyon
Score 3 points if the student labels 5 or 6 words correctly.
Score 2 points if the student labels 4 words correctly.
Score 1 point if the student labels 2 or 3 words correctly.
Short-Answer Item 12
a. Score 1 point if the student writes that Lincoln Elementary will
be twice as big as Wilkins Elementary on Billy’s map because the
scale of the map does not change the relative size of landforms
or places.
b. Score 1 point if the student writes that all drawings on Jane’s
map will be bigger because lengths are one 1000th of their actual
size, twice the size as on Billy’s.
c. Score 1 point if the student writes that Jane’s map will be bigger
because the scale is larger.
School
Entrance
C
Park
Entrance
7. What letter indicates the
highest point on the
map?
A.
B.
C.
D.
A
B
C
D
8. What is the actual
distance between the
park entrance and the
school?
A.
B.
C.
D.
5 cm
1m
1 km
10 km
9. Which of these statements is correct about the elevation on this map?
A. The closer the contour lines, the flatter the slope.
B. The school is at sea level.
C. The elevation between the school and the park entrance is greater than the
elevation between the park entrance and Bear Lookout.
D. The elevation between Bear Lookout and point B is the same as the elevation
between the school and the park entrance.
10. The box to the right shows a map of a cafeteria including tables, chairs, and a food
station. Which of the following is a possible key to this map?
A. m Chair
; Food station
n Table
mmmm
Chair
; ; ; ; Food station
n n n n Table
C. mmmm
Food station
; Table
n Chair
Food station
D. mmmm
; Chair
n Table
B.
CAFETERIA
; ; ; ;
n n n n
; ; ; ;
; ; ; ;
n n n n
; ; ; ;
mmmm
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
; ;
n n
; ;
Summative Assessment
No. 13—Assessment Sheet
No. 13—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
MULTIPLE-CHOICE/SHORT-ANSWER ITEMS
11. In the box next to each word, write the letter of the best definition for that word.
mouth
a. A low area between hills and mountains, where a river
often flows.
mountain
b. Nearly level area that has been uplifted.
valley
c. Where a river enters another body of water.
plateau
d. Nearly level area that has been eroded or where material
has been deposited.
plain
e. High, uplifted area with steep slopes.
canyon
f. The V-shaped valley eroded by a river.
12. Jane and Billy each have a map of Fossville. Both maps show exactly the same parts of
the town. Jane’s map has a scale of 1:1000, and Billy’s has a scale of 1:2000.
a. On Jane’s map, Lincoln Elementary is twice as big as Wilkins Elementary. On Billy’s
map, will Lincoln Elementary be bigger, smaller, or the same size as Wilkins
Elementary? Why do you think so?
b. On whose map will the drawing of City Hall be larger? Or will they be the same?
Why?
c.
If both maps are unfolded, whose is bigger, Jane’s or Billy’s, or are they the same?
Explain why.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 14—Assessment Sheet
No. 14—Assessment Sheet
56
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Narrative Items
Item 13 What Causes the Most Change
Score
If the student...
Name ____________________________________
4
argues that erosion and deposition change the land;
defines both terms; gives an example of erosion and
deposition causing changes from the real world or
from stream-table work in class.
3
argues that erosion and deposition change the land;
defines both terms; gives no example.
2
agrees with the student and fully explains deposition;
or disagrees, mentions erosion, but does not define
either term.
1
agrees with the student; a�empts to explain
deposition.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
LANDFORMS
Grade 5 Version
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
NARRATIVE ITEMS
13. A student said that deposition causes the most change in landforms. Do you agree or
disagree? Why or why not?
14a. How are models and maps different? How are they the same?
b. If you wanted to understand better how a volcano works, would you make a model or
a map? Why?
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 15—Assessment Sheet
No. 15—Assessment Sheet
57
SUMMATIVE ASSESSMENT
Item 14 Models and Maps
58
Score
If the student...
4
explains that both maps and models are
representations of real things, that models are threedimensional versus maps, which are two-dimensional,
that models and maps may be very detailed or they
may reflect only the main features of the real thing and
that both help people to understand more about the
real thing; explains that a model is probably be�er to
represent a volcano and gives a logical reason why.
3
describes three or four of the points above.
2
describes two of the points above.
1
describes one of the points above.
0
does not complete the task, or gives information that
has nothing to do with what was asked
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Name ____________________________________
Item 15 Comparing Maps
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
NARRATIVE ITEMS
Score
If the student...
4
argues that the map on the right (bird’s-eye view)
is be�er because it shows the entire grounds of the
school and the area of different buildings; says that
it would be difficult to use the map on the le� to get
around if one were lost; mentions that the side-view
map does give you more information about the
features on the sides of the buildings.
3
argues as above without pointing out the one
advantage of the side-view map.
2
states that the map on the right is be�er; gives only one
reason.
15. These two maps of Springville Elementary were made by fifth graders in Mr. Malone’s
class. Which map is the better map? Defend your answer by comparing the two maps.
1
argues that the map on the right or le� is be�er
without offering any reasons.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
LANDFORMS
Grade 5 Version
MAP A
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
MAP B
Summative Assessment
No. 16—Assessment Sheet
No. 16—Assessment Sheet
59
LANDFORMS BLUEPRINT
GRADE 5 VERSION
3-5 Grade Level Expectations (GLE) Assessment Opportunities
SYSTEMS
Structure of Physical Earth/Space and
Living Systems. Analyze how the parts
of a system go together and how these
parts depend on each other. (GLE 1.2.1)
FORMATIVE
Inv. 3, Pt. 2
SUMMATIVE
COMMENTS
PA-Stream Table
e, f, g, i
6, 13
Covered in several modules.
Components and Patterns of Earth
Systems. Understand that Earth’s system
includes a mostly solid interior, landforms,
bodies of water, and an
atmosphere. (GLE 1.2.4)
Inv. 4, Pt. 3
Inv. 5, Pt. 2
4, 11
Important to cover in this module.
Nature of Force. Understand forces in
terms of strength and direction.
(GLE 1.3.1)
Processes and Interactions in the
Earth System. Know processes that
change the surface of Earth. (GLE 1.3.4)
Inv. 3, Pt. 2
PA-Stream Table
a-i
6
Important to cover in this module.
Inv. 2, Pt. 1, 2
Inv. 5, Pt. 3
PA-Stream Table
e-j
3, 5, 13
Important to cover in this module.
INQUIRY
Questioning. Understand how to ask a
question about objects, organisms, and
events in the environment. (GLE 2.1.1)
Planning and Conducting Safe
Investigations. Understand how to plan
and conduct simple investigations
following all safety rules. (GLE 2.1.2)
Explaining. Understand how to
construct a reasonable explanation using
evidence. (GLE 2.1.3)
Modeling. Understand how to use
simple models to represent objects,
events, systems, and processes.
(GLE 2.1.4)
Communicating. Understand how to
report investigations and explanations of
objects, events, systems, and processes.
(GLE 2.1.5)
Assessed throughout grades in
inquiry projects.
Inv. 3, Pt. 3
Inv. 3, Pt. 1, 3
13b
Assessed throughout grades in
inquiry projects.
Inv. 2, Pt. 2
Inv. 3, Pt. 1–3
PA-StreamTable
a-i
9, 10, 12, 13
Assessed throughout grades in
inquiry projects.
Inv. 1, Pt. 1
Inv. 2, Pt. 1
Inv. 3, Pt. 1,
Inv. 4, Pt. 1, 2
PA-Mapping
PA-Stream Table
1, 2, 7, 8, 10, 12.
14., 15
Important to cover in this module.
Inv. 3, Pt. 1
9
Assessed throughout grades in
inquiry projects.
APPLICATIONS
Evaluating Potential Solutions. Analyze
how well a design or a product solves a
problem. (GLE 3.1.3)
Relationship of Science and
Technology. Understand that people
have invented tools for everyday life and
for scientific investigations. (GLE 3.2.2)
Inv. 1, Pt. 2
Inv. 5, Pt. 2
14b, 15
Covered in several modules.
Inv. 5, Pt. 1
Covered in several modules.
Projects
Important to do one project per module.
INQUIRY OR DESIGN PROJECT
Investigating Systems: GLEs:2.1.1-2.1.5
or
Designing Solutions: GLEs 3.1.1-3.1.3
Published and distributed by
P.O. Box 3000
Northwest Boulevard
6080
Nashua, NH 03063-4067
1-800-258-1302
The FOSS program was developed with
the support of National Science
Foundation grants Nos. MDR-8751727
and MDR-9150097. However, any
opinions, findings, conclusions, statements, and recommendations expressed
herein are those of the authors and do
not necessarily reflect the views of NSF.
Developed by
Full Option
Science System
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510-642-8941