WASHINGTON EDITION
ASSESSMENT
WATER
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
4
End-of-Module Assessment 47
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.
Assessment Blueprint
56
INVESTIGATION
DUPLICATION
MASTER CHANGES
See page 3
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
MAGNETISM
AND ELECTRICITY
WATER
1
Blank Page
2
FULL OPTION SCIENCE SYSTEM
INVESTIGATION DUPLICATION MASTER
CHANGES:
New Student Sheets
• no. 9a Wet Paper Towels
• no. 18a Bottled-Water Company
• Inquiry Project Sheets
Modified Student Sheets
• no. 3 Surface Tension
• no. 5 Response Sheet—Investigation 1 (replacing Water
Observations)
• no. 6 Build a Thermometer
• no. 9 Response Sheet—Investigation 2 (replacing Hot Water, Cold
Water)
• no. 11 Response Sheet—Investigation 3 (replacing Water Vapor)
• no. 13 Surface-Area Chart
• no. 14 Condensation Observations
• no. 16 Response Sheet—Investigation 4 (replacing Waterworks)
• no. 17 Putting Water to Work
MAGNETISM
AND ELECTRICITY
WATER
3
INVESTIGATION 1: WATER OBSERVATIONS
INQUIRY
INVESTIGATION SUMMARY
PART 1
LOOKING AT WATER
• What happens when water gets spilled, splashed,
or dropped on something?
• Does water do the same thing on all surfaces?
Students conduct investigations to observe the
properties of water, an important earth material. They
compare how water interacts with four materials:
paper towel, waxed paper, aluminum foil, and writing
paper.
Time: 30–40 minutes
PART 2
SURFACE TENSION
• What shape does water make on a flat surface?
• Why does water form a dome on flat surfaces?
• How can you change the surface tension of plain
water?
Students discover how many drops of water they can
place on a penny before the water spills off. They are
introduced to surface tension as a property of water.
They try to change water’s surface tension by
separately adding soap and salt to a dome of water on
a penny.
Time: 40–50 minutes
PART 3
WATER ON A SLOPE
• Does water always flow downhill?
• How does changing the slope or quantity of water
change the speed at which it flows downhill?
Students place drops of water on a sloped surface to
observe the flow of water downhill. They observe
how changing the size of the water beads affects the
flow. They observe how increasing the slope affects
the flow.
Time: 30–40 minutes
4
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
• Water has several observable properties, including
transparency, shapelessness, and movement or
flow.
• Water beads up on some materials and is absorbed
by other materials.
ASSESSMENT OPPORTUNITIES
Student Sheet
Water on Surfaces
Structure of Ma�er. Know that substances are made
of small particles (GLE 1.2.3)
Communicating. Understand how to report
investigations and explanations of objects, events,
systems, and processes. (GLE 2.1.5)
• Surface tension is the skinlike surface of water that
pulls it together into the smallest possible volume.
• Drops of water form domes on pennies because of
surface tension.
• Surface tension can be disrupted by the addition of
some other substances.
Modified Student Sheet
Surface Tension
Nature and Properties of Earth Materials.
Understand physical properties of earth materials
including rocks, soil, water, and air. (GLE 1.1.5)
Teacher Observation
Honest observations
Intellectual Honesty. Understand that all scientific
observations are reported accurately and honestly
even when the observations contradict expectations.
(GLE 2.2.1 )
• Water flows downhill.
Modified Student Sheet
• Larger amounts of water flow more quickly.
Response Sheet—Investigation 1
• Increasing the slope over which water flows makes
it flow more quickly.
Motion of Objects. Understand the relative position
and motion of objects. (GLE 1.1.2)
Examples of questions students might generate for inquiry projects
• How much water can a sponge absorb? Do all sponges absorb the same amount?
• How much water can a paper towel absorb? Do all paper towels absorb the same amount?
• What materials other than soap can change the surface tension of water?
WATER
5
FORMATIVE ASSESSMENT
INVESTIGATION 1: WATER
OBSERVATIONS
PART 1: LOOKING AT WATER
Use student sheet no. 2 called Water on Surfaces.
Student Sheet—Water on Surfaces
Structure of Matter. Know that substances are made of small
particles (GLE 1.2.3)
Communicating. Understand how to report investigations and
explanations of objects, events, systems, and processes.
(GLE 2.1.5)
Score
No. 2—Student Sheet
If the student...
+
accurately records that water beads up (drops of water
come together as one drop) on some materials and is
absorbed by others.

accurately records that water beads up (drops of water
come together as one drop) on some materials and is
absorbed by others; may include minor errors.
–
records observations that are not accurate or are
difficult for a reader to interpret.
GOING FURTHER
Students will have many opportunities during the module to
improve their recording skills. Help students by giving them specific
comments about how they can improve each time they record
observations. For example, add more detail or write exactly what they
see, not what they would like to see.
6
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
WATER ON SURFACES
Draw and describe what you observed when you put water on these surfaces.
WAX PAPER
PAPER TOWEL
ALUMINUM FOIL
WHITE PAPER
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Water Observations
No. 2—Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 1: WATER
OBSERVATION
PART 2: SURFACE TENSION
Use teacher observation and modified student sheet no. 3 called Surface
Tension.
Student Sheet—Surface Tension
Nature and Properties of Earth Materials. Understand
physical properties of earth materials including rocks, soil, water,
and air. (GLE 1.1.5)
Score
No. 3—Modified Student Sheet
If the student...
+
defines surface tension as the skin-like surface of water;
identifies surface tension as the reason for the water
dome on the penny.

defines surface tension or identifies it as the reason for
the water dome on the penny.
–
cannot define or identify surface tension.
Teacher Observation—Honest observations
Intellectual Honesty. Understand that all scientific observations
are reported accurately and honestly even when the
observations contradict expectations. (GLE 2.2.1)
Score
If the student...
+
reports all observations (water-drop counts) accurately.

reports observations accurately for the most part.
–
does not accurately report observations.
GOING FURTHER
Surface tension is a difficult concept for most students. Discuss the
home/school connection for this investigation in terms of surface
tension.
8
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
SURFACE TENSION
Draw a side view and describe the shape of the water on the penny. Record the number of
drops on the penny before the dome breaks.
Number of drops
penny -->
PLAIN WATER
Number of total drops
penny -->
15 DROPS PLAIN WATER,
THEN SOAPY WATER ADDED
Number of total drops
penny -->
15 DROPS PLAIN WATER,
THEN SALTY WATER ADDED
Describe surface tension in your own words.
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Water Observations
No. 3—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 1: WATER
OBSERVATIONS
PART 3: WATER ON A SLOPE
Use modified student sheet no. 5 called Response Sheet—Investigation 1.
This assessment builds an initial understanding of water flow (and
erosion) that is enhanced in the Landforms Module through the use of
stream tables.
Response Sheet—Investigation 1
Motion of Objects. Understand the relative position and motion
of objects. (GLE 1.1.2)
Score
If the student...
+
draws a tent up on the hill, away from the river; tells
the family to think about pitching the tent at a higher
point on the hill; includes information to support this
argument, such as (1) water flows downhill, (2) larger
amounts of water flow more quickly, and (3) water
runs more quickly down a steeper slope.

draws a tent up on the hill; tells the family to think
about pitching the tent at a higher point on the hill;
gives minimal information to support the argument.
–
draws a tent near the river, or doesn’t draw a tent;
doesn’t include an argument for the tent’s placement or
includes errors in content.
No. 5—Modified Student Sheet
GOING FURTHER
If students have difficulty with this response sheet, you may want to
continue exploration of water on a slope, specifically discussing what
happens as the drops are made larger and the slope of the plastic tray
becomes steeper.
10
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 1
A student took a weekend camping trip to the mountains with her family. When it was
time to put up the tent, her family couldn’t agree on where to put it—at the top of the slope
near some trees or at the bo�om of the slope near a stream. Her older brother had heard
that there might be a rainstorm that evening. The family finally agreed to put the tent near
the creek so they could be closer to the water.
That evening there was a rainstorm. The student wrote this in her journal.
It really rained hard last night! We ended up getting flooded out of our tent
and spent the night in the car. The water didn’t come from the stream, though.
The stream didn’t get high enough to reach our tent. Maybe we should have
camped at the top of the slope!
On the illustration above, draw a tent to show where you think it should have been
pitched. On another sheet of paper, write a note to this student. Explain why you think
the tent flooded and what you think her family should think about next time they decide
where to pitch their tent.
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Water Observations
No. 5—Modified Student Sheet
WA Edition
INVESTIGATION 2: HOT WATER, COLD WATER
INQUIRY
INVESTIGATION SUMMARY
PART 1
BUILD A THERMOMETER
• What happens to water when it is heated?
• What happens to water when it is cooled?
Students build a bo�le thermometer and conduct
investigations to find out what happens when the
thermometer is placed first in hot water and then in
cold water.
Time: 30–45 minutes
PART 2
SINKING AND FLOATING WATER
• Is hot water denser or less dense than roomtemperature water?
• Is cold water denser or less dense than roomtemperature water?
Time: 30–40 minutes
Students observe objects placed in water. Some sink
and some float. They are given an operational
definition: objects float in water if they are less dense
than water; objects sink if they are denser. Students
then observe what happens when they lower first a
small vial of hot water and later a vial of cold water
into cups of room-temperature water. They observe
the less-dense warm water rise and the denser cold
water sink.
PART 3
WATER AS ICE
• What happens to water when it freezes?
• What happens to ice when it is heated?
• How do the masses of equal volumes of ice and
water compare?
Time: 30–50 minutes in two sessions
12
Students freeze water in so� plastic vials with caps
and in syringes to observe the increase in volume.
They observe a demonstration in which equal
volumes of water and ice are weighed on a balance.
They predict the behavior of ice in water, place a blue
ice cube in a cup of room-temperature water, and
observe as the ice melts.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• Water expands when heat is added.
Modified Student Sheet
• Water contracts when heat is taken away.
Build a Thermometer
Energy Transfer and Transformation. Understand
that energy can be transferred from one object to
another and can be transformed from one form of
energy to another. (GLE 1.2.2 )
• Warm water is less dense than room-temperature
water.
• Cold water is denser than room-temperature water.
• Cold water is denser than warm water.
• A material that floats in water is less dense than the
water; a material that sinks is denser.
• Water begins to expand when its temperature
reaches 4°C.
• Water is densest at 4°C.
• Ice is less dense than liquid water.
• A solid has definite volume and shape; a liquid has
only definite volume.
Student Sheet
Sinking and Floating Water
Nature and Properties of Earth Materials.
Understand physical properties of Earth materials
including rocks, soil, water, and air. (GLE 1.1.5)
Modified Student Sheet
Response Sheet—Investigation 2
Conservation of Ma�er and Energy. Understand
that a substance remains the same substance when
changing state. Understand that two or more
substances can react to become new substances.
(GLE 1.3.3)
Examples of questions students might generate for inquiry projects
• What happens when you freeze different kinds of liquids like milk or juice? Do they expand, contract, or stay the
same volume when they freeze?
• Can you make ice sink in water? How would you do it?
• What happens when you float objects in salt water? In other liquids?
WATER
13
FORMATIVE ASSESSMENT
NOTE: You may also want to use
this part to have students practice
making predictions.
• Ask students to predict what will
happen before they do the
investigation.
• A�er completing the investigation,
ask students to compare their
predictions to the results.
INVESTIGATION 2: HOT WATER,
COLD WATER
PART 1: BUILD A THERMOMETER
Use modified student sheet no. 6 called Build a Thermometer to assess
the students, understanding of the transfer of energy and use of a
model.
Modified Student Sheet—Build a Thermometer Part
Energy Transfer and Transformation. Understand that energy
can be transferred from one object to another and can be
transformed from one form of energy to another. (GLE 1.2.2)
Score
No. 6—Modified Student Sheet
If the student...
+
accurately records and describes that the green water
moves up the straw (or expands) when placed in hot
water, or moves down the straw (or contracts) when
placed in the cold water, and states that heat energy
transfers from the warmer water to the cooler water in
each situation.

accurately records and describes that the green water
moves up the straw (or expands) when placed in hot
water, or moves down the straw (or contracts) when
placed in the cold water, but may be incorrect
regarding the heat transfer direction.
–
does not accurately record and/or describe that the
green water moves up the straw (or expands) when
placed in hot water or moves down the straw (or
contracts) when placed in the cold water, or identify a
heat transfer.
GOING FURTHER
Be sure all students understand that water expands when heat is
added and contracts when heat is taken away. That concept is pivotal
to other parts of this investigation.
Note students who are not writing detailed observations, and
encourage those skills in future parts of the investigation.
14
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
BUILD A THERMOMETER
What happened to the level of the water in the
straw when you put the bo�le-and-straw setup in
a cup of hot water?
original water level --->
• Record what you observed on the "hot water"
picture at right.
• Describe what you observed on the lines
below.
hot water
Does water expand or does water contract when it
gets ho�er? ________________
The heat energy transferred from
What happened to the level of the water in the
straw when you put the bo�le-and-straw setup in
a cup of cold water?
to
.
original water level --->
• Record what you observed on the "cold water"
picture at right.
• Describe what you observed on the lines
below.
cold water
Does water expand or does water contract when it
gets colder? ________________
The heat energy transferred from
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
to
.
Investigation 2: Hot Water, Cold Water
No. 6—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 2: HOT WATER,
COLD WATER
PART 2: SINKING AND FLOATING WATER
Use student sheet no. 7 called Sinking and Floating Water.
Student Sheet—Sinking and Floating Water
Nature and Properties of Earth Materials. Understand
physical properties of Earth materials including rocks, soil, water,
and air. (GLE 1.1.5)
Score
No. 7—Student Sheet
16
If the student...
+
identifies cold water as denser; gives the evidence that,
when the group layered the water, the red water (hot
water) stayed near the top, and the blue water (cold
water) sank to the bo�om.

identifies cold water as denser; cannot explain how he
or she knows.
–
cannot identify which water is denser; cannot cite
evidence.
GOING FURTHER
You might continue to help students with this investigation by
challenging them to layer cold, room-temperature, and hot water in
one cup. Have students make predictions and give evidence for their
predictions before actually layering the water.
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
SINKING AND FLOATING WATER
Draw a picture of what happened when
you lowered hot water into a cup of
room-temperature water.
Draw a picture of what happened when
you lowered cold water into a cup of roomtemperature water.
Which is denser, hot water or cold water?
How do you know?
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Hot Water, Cold Water
No. 7—Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 2: HOT WATER,
COLD WATER
PART 3: WATER AS ICE
Use modified student sheet no. 9 called Response Sheet—Investigation 2.
Response Sheet—Investigation 2
Conservation of Matter and Energy. Understand that a
substance remains the same substance when changing state.
Understand that two or more substances can react to become
new substances. (GLE 1.3.3)
Score
No. 9—Modified Student Sheet
If the student...
+
writes that, because the weather was so cold, the water
froze in the pipes and that, because water takes up
more space when it freezes, it burst the pipes.

writes that water expands when it freezes, but does not
relate it to the bursting pipes.
–
writes something about ice or water, but does not
answer the question.
GOING FURTHER
Be sure you have completed all the investigations that give students
evidence that water expands when it turns to ice. Repeat some of
these activities if necessary.
18
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 2
Last January it got very cold in a town in Wisconsin. The high temperature was –15°C for
more than 7 days in a row. Students came into class telling stories about how some outside
water pipes had broken. Other students said that some outside pipes had been drained of
all water and had not broken.
Explain why you think the water-filled pipes had broken during this freezing cold weather.
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Hot Water, Cold Water
No. 9—Modified Student Sheet
WA Edition
INVESTIGATION 3: WATER VAPOR
INQUIRY
INVESTIGATION SUMMARY
PART 1
EVAPORATION
• What happens when two paper towels are allowed
to dry, one in a cup with a lid and the other in an
open cup?
Students observe and consider a demonstration
in which two paper towels are soaked with equal
amounts of water and then le� to evaporate, one in
a cup with a lid and the other in an open cup.
Time: two sessions 10–15 minutes
PART 2
EVAPORATION LOCATIONS
• What effect does air temperature have on
evaporation?
Time: 25–30 minutes for setup, 10–15 minutes each
day for 4 days, 20–30 minutes for the final session
Students investigate the effect of location/air
temperature on the rate of evaporation. They
measure equal amounts of water in four cups, place
the cups in four different locations, and monitor
the temperatures at the locations for 4 days. They
measure and compare the amount of water
remaining in the cups.
PART 3
SURFACE AREA
• What effect does surface area have on the rate of
evaporation?
Time: two 25–30 minutes sessions, 4 days apart
Students measure equal amounts of water into four
containers of different shapes. The surface area of
the water is different in each container. A�er 4 days,
students measure and compare the amount of water
remaining in each container.
PART 4
CONDENSATION
• What happens when the surface of an object or
materials is cooler than the air surrounding it?
Time: two 30–40 minutes sessions
20
Students observe cups of ice water and roomtemperature water and observe the process of
condensation. They set up a condensation chamber
and consider the factors that cause condensation.
The water cycle is introduced.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
• Evaporation is the process by which liquid water
changes into water vapor, a gas.
ASSESSMENT OPPORTUNITIES
New Student Sheet
Wet Paper Towels
Limitations of Science and Technology.
Understand that scientific facts are measurements
and observations of phenomena in the natural
world that are repeatable and/or verified by
expert scientists. (GLE 2.2.2)
• Temperature affects the rate of evaporation.
Modified Student Sheet
Response Sheet—Investigation 3
Hydrosphere and Atmosphere. Analyze weather
indicators and understand how water cycles
through the atmosphere. (GLE 1.3.6)
• The surface area of a volume of water affects the
rate of evaporation.
Modified Student Sheet
Surface-Area Chart
Explaining. Understand how to construct a
reasonable explanation using evidence. (GLE 2.1.3 )
• Condensation occurs when water vapor touches a
cool surface and changes into liquid.
Modified Student Sheet
• Evaporation and condensation contribute to the
movement of water through the water cycle.
Conservation of Ma�er and Energy. Understand
that a substance remains the same substance when
changing state. Understand that two or more
substances can react to become new substances.
(GLE 1.3.3)
Condensation Observations
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)
Science Notebook
Water cycle
Hydrosphere and Atmosphere. Analyze weather
indicators and understand how water cycles
through the atmosphere. (GLE 1.3.6)
Examples of questions students might generate for inquiry projects
• How does the speed of moving air affect the rate of evaporation?
• How is condensation affected by temperature? (This would require several days.)
• What would happen if I used colored water for my condensation chamber?
WATER
21
FORMATIVE ASSESSMENT
INVESTIGATION 3: WATER
VAPOR
PART 1: EVAPORATION
Use new student sheet no. 9a called Wet Paper Towels.
Example of responses to look for:
● Both towels were wet to begin with. The one in the uncovered cup
dried out, the one in the covered cup stayed wet.
● The towel in the cup that was not covered dried
*because the water turned into water vapor and went into the air.
● The towel in the cup that was covered didn’t have as much exposure
to the air, so it stayed wet.
*the part in bold should be circled by the student.
New Student Sheet—Wet Paper Towels
No. 9a—New Student Sheet
Limitations of Science and Technology. Understand that
scientific facts are measurements and observations of phenomena
in the natural world are repeatable and/or verified by expert
scientists. (GLE 2.2.2)
Score
22
If the student...
+
correctly underlines all facts and circles all
interpretations.

correctly underlines at least one fact and one
interpretation and has no incorrect markings.
–
is not able to differentiate between fact and
interpretation.
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
WET PAPER TOWELS
Use the space in the two boxes below to draw pictures of how the balance looked when it
was set up yesterday and how it looks today.
Yesterday
Today
On the lines below, describe what happened between yesterday and today. Why do you
think this happened?
Go back through, underline the observable facts and circle your interpretations
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Vapor
No. 9a—New Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 3: WATER
VAPOR
PART 2: EVAPORATION LOCATIONS
Use modified student sheet no. 11 called Response Sheet—
Investigation 3.
Response Sheet—Investigation 3
Hydrosphere and Atmosphere. Analyze weather indicators
and understand how water cycles through the atmosphere.
(GLE 1.3.6)
Score
No. 11—Modified Student Sheet
If the student...
+
explains that the water from the shirt evaporates (turns
into water vapor and mixes with surrounding air);
suggests a method for drying quickly that involves
placing in a hot location; includes information about
moving air, such as wind that will make it dry faster.

explains that the water from the shirt evaporates (turns
into water vapor and mixes with surrounding air) and
suggests a method for drying quickly that involves
placing in a hot location. – does not explain that the
water evaporates.
GOING FURTHER
Note students who do not seem to understand the process of
evaporation. Spend a few extra minutes discussing it with them in the
next part of the investigation.
24
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 3
Rita said,
“I wear a T-shirt when I swim so I won’t get sunburned. When I come back from
swimming I hang up the wet shirt and a�er a while it is dry.”
“I’ve always wondered how the wet shirt gets dry.”
What would you tell Rita to help her understand how the shirt gets dry?
What would you suggest Rita do to get the shirt dry as fast as possible?
Explain why your suggestion would make the shirt dry quickly.
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Vapor
No. 11—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 3: WATER
VAPOR
PART 3: SURFACE AREA
Use modified student sheet no. 13 called Surface-Area Chart.
Student Sheet—Surface-Area Chart
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
If the student...
+
explains that the larger the surface area the more water
evaporated and uses data from both the largest surface
area and the least surface area to explain the conclusion.

explains that the larger the surface area the more water
evaporated and uses data from either the largest
surface area or the least surface area to explain the
conclusion.
–
does not draw an accurate conclusion and/or cite data.
No. 13—Modified Student Sheet
GOING FURTHER
Make up samples of student work, based on the student sheets you
collected. Put the samples on overhead transparencies for all the class
to view. Have students discuss what makes a good explanation, and
how the samples could be improved. Help students focus on the
information on the chart that provides evidence for the conclusions.
26
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
SURFACE-AREA CHART
Cylinder
Beaker
Dome Lid
Flat Lid
Ranking (4 = greatest surface area;
1 = least surface area)
Amount of water at the start
Amount of water at the end
Amount of water evaporated
Ranking (4= most evaporated;
1 = least evaporated)
Which container had the most evaporation? _______________________________________
Write a scientific conclusion that shows the relationship between the surface area of the
container and the amount of water evaporated. In your conclusion, be sure to:
• include supporting data from your table
• explain how the data supports your conclusion
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Vapor
No. 13—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 3: WATER
VAPOR
PART 4: CONDENSATION
Use modified student sheet no. 14 called Condensation Observations.
Modified Student Sheet—Condensation Observations
Item 3 and 4
Conservation of Matter and Energy. Understand that a
substance remains the same substance when changing state.
Understand that two or more substances can react to become
new substances. (GLE 1.3.3)
Score
No. 14—Modified Student Sheet
If the student...
+
gives two examples of condensation and explains that
water forms on a surface (condensation occurs) when
the water from the air comes in contact with a cooler
surface.

gives two examples of condensation and explains that
the water comes from air but does not include the
temperature difference (vica versa).
–
is not able to give examples and/or explain how
condensation occurs.
Modified Student Sheet—Condensation Observations
Item 5
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...
+
predicts less or no water in the bo�om and explains
that the water would evaporate into the air.

predicts less or no water in the bo�om.
–
does not give a prediction that shows understanding of
the system.
GOING FURTHER
If students are having difficulty with this concept, keep the
condensation chambers together for a few days. Note what is
happening at several times during the day, discussing why there is
condensation at some times and not at others.
28
FULL OPTION SCIENCE SYSTEM
Use the notebook prompt below a�er reading “The Water Cycle” in
FOSS Science Stories. It is not expected that students will master the
concept of water cycle until 5th grade.
Notebook Prompt
Describe what is meant by the term water cycle and how the water cycle
impacts weather.
Science Notebook—Water cycle
Hydrosphere and Atmosphere. Analyze weather indicators
and understand how water cycles through the atmosphere.
(GLE 1.3.6)
Score
If the student...
+
explains that water cycles through the environment by
evaporating off the surface of the earth, moves to
different locations by wind and air currents, and falls
back to Earth through precipitation and
condensation. Gives an example of how the water
cycle impacts weather (i.e., evaporated water forms
clouds, water condenses in the sky and falls as rain,
frost, dew, etc.)

explains the basic idea of a cycle including the concepts
of evaporation and condensation or gives an example
of how water cycle affects weather.
–
is able to explain only one part of the water cycle
(evaporation, condensation/precipitation, or movement
of water vapor) and/or not give an example of how it
affects weather.
MAGNETISM
AND ELECTRICITY
WATER
29
Name ________________________________
Date ___________________________________
CONDENSATION OBSERVATIONS
1. Write a sentence to describe any changes you observed in the condensation chamber
the day a�er you set it up.
2. Draw a picture here of what you observed.
←small cup
←dome lid
3. List two places other than the classroom where you have observed condensation.
4. Choose one of the places on your list. Explain why you think condensation happened
there.
Place:
Explanation:
5. What do you think would have happened if the dome lid had been le� uncovered?
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Vapor
No. 14—Modified Student Sheet
WA Edition
Blank Page
MAGNETISM
AND ELECTRICITY
WATER
31
INVESTIGATION 4: WATERWORKS
INQUIRY
INVESTIGATION SUMMARY
PART 1
WATER IN EARTH MATERIALS
• What happens when you pour water through
different earth materials?
Time: 30–40 minutes and 10–15 minutes the next day
Students pour equal amounts of water through
equal masses of two earth materials, soil and gravel.
They measure the amount of water that drains
through the earth materials and compare the
resulting masses of soil and gravel, using a balance.
PART 2
WATERWHEELS
• How does a waterwheel work?
• What is the best design for a waterwheel that will
efficiently li� objects?
Students design and construct simple waterwheels.
They use water to power their waterwheels to li�
objects. They refine their designs with each trial
and determine how many syringes of water it takes
to li� an object a specified distance.
Time: one or two 50–60 minute sessions
PART 3
WATER FROM HOME
• What are some of the properties of water that affect
its quality?
• What types of water can be used for different
purposes?
Students observe samples of water collected from
their homes and community. They compare
samples and evaporate the water to find out if it
contains dissolved materials. They consider the
different types of water used for different purposes.
Time: three 10–20 minute sessions
PART 4
CHOOSING YOUR OWN INVESTIGATION
• Students ask their own questions and plan
investigations to answer them.
Time: 4–6 sessions
32
Students review the properties of water and identify
a subject they would like to investigate in greater
detail. They present the results of their projects to
the class to share something new about water.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• Some earth materials, like soils, absorb more water
than other earth materials.
Modified Student Sheet
• Water flows more easily through some earth
materials than through others.
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
• Flowing water can be used to do work.
Modified Student Sheet
• Waterwheels are a kind of machine powered by
flowing water.
Pu�ing Water to Work
Response Sheet—Investigation 4
Designing and Testing Solutions. Understand how
the scientific design process is used to develop and
implement solutions to human problems.
(GLE 3.1.2)
Evaluating Potential Solutions. Analyze how well
a design or a product solves a problem. (GLE 3.1.3)
• Water contains different materials that affect its
quality.
Student Sheets
• Evaporation can be used to detect materials
dissolved in water.
Bo�led-Water Company
Comparing Water Samples
Explaining. Understand how to construct a
reasonable explanation using evidence. (GLE 2.1.3)
Intellectual Honesty. Understand that all scientific
observations are reported accurately and honestly
even when the observations contradict expectations.
(GLE 2.2.1)
Science Notebook
Humans and the environment
Environmental and Resource Issues. Understand
how humans depend on the natural environment
and can cause changes in the environment that
affect humans’ ability to survive. (GLE 3.2.4)
• Apply concepts developed concerning water, its
properties, and its uses.
Performance Assessment
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
• Does water flow more easily through sand or gravel? Through soil or clay?
• How does the action of the waterwheel change if you use a heavier load? A lighter load?
WATER
33
FORMATIVE ASSESSMENT
INVESTIGATION 4:
WATERWORKS
PART 1: WATER IN EARTH MATERIALS
Use modified student sheet no. 16 called Response Sheet—
Investigation 4.
Students should provide a workable procedure for determining which
material will hold the most water. For example:
(Step 1 is given to the students.)
2. Changed variable: Add a measured amount of sand to one cup and
the same mass of sawdust to the other cup. (They may provide details on
how to get the same mass.)
3. Controlled variable: Measure out equal amounts of water and pour the
water through each sample cup.
4. Measured variable: Catch the water that comes out of the bo�om of each
cup and measure it with a graduated cylinder (or put the cups on each side
of the balance and record which is heavier).
No. 16—Modified Student Sheet
5. Conduct at least 3 repeated trials.
6. The sample that has less water coming out the bo�om is the one that holds
more water (or the sample that weighs more is the one that holds more
GOING FURTHER
If students have difficulty with this
response sheet, work together to
set up an experiment to test soils as
described on the sheet. If you don’t
want to bring in three different
kinds of soil, you can set up three
different conditions of sand and
soil, varying the amounts of each
for each test.
water).
Modified Response Sheet—Investigation 4
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2)
Score
+

–
34
If the student...
suggests a systematic investigation that includes all of
the points above.
describes a systematic investigation, but leaves out one
or two of the points above.
a�empts to explain a test, but leaves out more than two
of the points above.
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 4
Joy said, “I think sand will hold more water because there is more space between the pieces
of sand.”
Gail said, “I think sawdust will hold more water because it soaks up water like a sponge.”
The girls decided to investigate which material would hold more water. Their first step is
given below. Complete the investigation design with as many steps as you need. Be sure
to include:
•
•
•
•
one changed variable
at least one variable kept the same
one measured variable
Your last step should tell how to use the results to decide which material will hold
more water.
1. Get two plastic cups with holes and line each with filter paper.
2.
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Waterworks
No. 16—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 4:
WATERWORKS
PART 2: WATERWHEELS
Use modified student sheet no. 17 called Pu�ing Water to Work if you
are unable to observe all students during class time.
Student Sheet—Putting Water to Work, item 1
Designing and Testing Solutions. Understand how the
scientific design process is used to develop and implement
solutions to human problems. (GLE 3.1.2)
Score
If the student...
+
proposes and designs a waterwheel system that li�s
the mass on the string.

makes a waterwheel system with minor prompts
during design period.
–
uses only trial-and-error tactics to design the
waterwheel system.
No. 17—Modified Student Sheet
Student Sheet—Putting Water to Work, items 2 and 3
Evaluating Potential Solutions. Analyze how well a design or
a product solves a problem. (GLE 3.1.3)
Score
If the student...

evaluates how well the design works and gives a
reason or states criteria and suggests improvements.
–
makes no suggestions for improvements.
GOING FURTHER
Discuss the importance of keeping notes and making changes to the
design of any piece of engineering by analyzing what is not working
well, and keeping what is working efficiently.
36
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
PUTTING WATER TO WORK
THE WATERWHEEL CHALLENGE
Use the following materials to make a waterwheel that can li� a mass on a string.
Materials
5
Plastic disks
1
Basin
3
Medium-size binder clips
1
Straw
1
String, 1 meter long
1
Dowel
1
Container
• Water
1
Syringe, 50-ml
1. Work with your group to come up with a design for a waterwheel. Draw a picture of
your design here.
2. How well did your design solve the problem?
3. What improvements would you make?
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Waterworks
No. 17—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 4:
WATERWORKS
PART 3: WATER FROM HOME
Use student sheet no. 18 called Comparing Water Samples and new
student sheet no. 18a called Bo�led-Water Company.
Student Sheets—Comparing Water Samples and Bottled
Water Company
Intellectual Honesty. Understand that all scientific observations
are reported accurately and honestly even when the
observations contradict expectations. (GLE 2.2.1)
Score
No. 18—Student Sheet
If the student...
+
records observations/data accurately.

includes some errors in recorded observations.
–
does not record data accurately.
Student Sheets—Comparing Water Samples and
Bottled-Water Company
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
No. 18a—New Student Sheet
If the student...
+
gives multiple data points to create a reasonable
explanation for the water sample chosen for the
bo�led-water company.

uses one data point to create a reasonable
explanation for the water sample chosen for the
bo�led-water company.
–
bases explanation for water sample on personal
preference rather than on data or chooses a water
sample, but does not explain choice.
GOING FURTHER
Discuss the importance of writing detailed and accurate notes. Share
notes among students and discuss ways to improve.
38
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
Have students respond to the notebook prompt below a�er reading
pages 17-23 in the Science Stories.
Notebook Prompt
• What are some ways humans’ use of water has caused
changes in the environment that affect the liveablilty of
environment for humans?
• What are some things you can do to conserve water and
help with the livablilty of water in your community.
Science Notebook—Humans and the environment
Environmental and Resource Issues. Understand how humans
depend on the natural environment and can cause changes in the
environment that affect humans’ ability to survive. (GLE 3.2.4)
Score
If the student...
+
gives several detailed examples in response to each
question

gives an example of changes in the environment due
to use of water (e.g., motorboats in lakes pollute the
water) and can name something the student can do to
conserve water and help with livability of water in the
community (e.g., don’t dump pollutants into the storm
drains).
–
is not able to give at least one reasonable example for
each question.
MAGNETISM
AND ELECTRICITY
WATER
39
Name ________________________________
Date ___________________________________
COMPARING WATER SAMPLES
Sample 1
collected by
Sample 2
collected by
Sample 3
collected by
Sample 4
collected by
(name)
(name)
(name)
(name)
Source
Color
Clarity
Odor
Particles
Organisms
Evaporation
results
Other
observations
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Waterworks
No. 18—Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
BOTTLED-WATER COMPANY
You are starting a bo�led-water company.
Which water sample would you choose to use? Why?
In your conclusion, be sure to:
• include supporting data from Comparing Water Samples
• explain how the data supports your conclusion
FOSS Water Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Waterworks
No. 18a—New Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 4:
WATERWORKS
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.
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
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.
42
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
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)
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)
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.
FULL OPTION SCIENCE SYSTEM
Inquiry Project Sheet (4 of 4)
Student Sheet
WA Edition
WASHINGTON EDITION
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.
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Water
PERFORMANCE ASSESSMENT: WATER
Jerry put 50 ml of water in ee
each
cups.
of thr
He put one cup under a heat lamp, one
in aefrigerator
r
, and one cup in a .corner
MATERIALS FOR EACH WATER STATION
5
Small plastic cups
3
Sticky notes
•
Water *
The cups labeled
Y, X,
and Z on the table
e thear
cups Jerry used, after they had been s
for 3 days.
1.Which cup do you think has been under the heat lamp?
2.Which cup do you think has beenefrigerator?
in the r
3.Which cup do you think was in the corner
oom? of a r
4.How did you decide which cup was in which location?
 1
FOSS balance
 •
Assessment sheet no. 7 called Performance Assessment: Water
5.Is ther
e any other way to tell which cup was in each location?
What would y
MATERIALS FOR EACH ICE STATION
1
Small plastic cup
1
Dome lid
•
Water *
SummativeAssessment
No. 7—Assessment Sheet
FOSS W ater Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
No. 7—Assessment Sheet
2–3 Ice cubes *
 •
Assessment sheet no. 8 called Performance Assessment: Ice
Name ____________________________________
Date _____________________________________
*
END-OF-MODULE ASSESSMENT for Water
Supplied by the teacher
PERFORMANCE ASSESSMENT: WATER
Jerry put 50 ml of water in ee
each
cups.
of thr
He put one cup under a heat lamp, one
in aefrigerator
r
, and one cup in a .corner
 Use the duplication master to make copies.
The cups labeled
Y, X,
and Z on the table
e thear
cups Jerry used, after they had been s
for 3 days.
 FOSS Measurement Kit item
1.Which cup do you think has been under the heat lamp?
2.Which cup do you think has beenefrigerator?
in the r
3.Which cup do you think was in the corner
oom? of a r
ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT
STUDENT NAME
4.How did you decide which cup was in which location?
Performance
Performance
Multiple Choice
Short-Answer
Narrative
Water
Ice
#1–14
#15–19
#20–22
Portfolio
Assessment
1.
2.
3.
4.
5.
6.
5.Is ther
e any other way to tell which cup was in each location?
7.
What would y
8.
9.
10.
11.
12.
13.
FOSS W ater 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.
FOSS W ater Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
SummativeAssessment
No. 7—Assessment Sheet
No. 8—Assessment Sheet
32.
FOSS W ater 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
MAGNETISM
AND ELECTRICITY
WATER
47
SUMMATIVE ASSESSMENT
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 evaporation and the other of condensation.
Individual Assessment. If you want students to work
individually, you can assess up to 16 students at a time. Set up
eight identical stations for water and eight identical stations for
ice around the room. Or set up both tasks at each station (eight
stations, instead of sixteen). Students will need 5–10 minutes
to complete each task and to fill in the assessment sheet at each
station. 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 multiple-choice/
short-answer and narrative items, or working on some other quiet
activity.
Collaborative-Group Assessment. If you don’t have time for
each student to complete the performance tasks, have students
work in groups. A�er the group completes the task, 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. 7–15. Make a
copy of assessment chart no. 5 to record scores.
48
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
5. SET UP THE PERFORMANCE STATIONS
Set up stations for the evaporation (water) and condensation (ice)
performance tasks as suggested below.
WATER STATION
•
Label the three cups “X,” “Y,” and “Z.”
•
Put 40 ml of water in cup X, 45 ml of water in cup Y, and 50
ml of water in cup Z.
•
Set out all three labeled cups and a balance with two plastic
cups at the station.
X
ICE STATION
Y
Z
A08
•
Put 2 or 3 cubes of ice into a cup of water, then put a dome lid
on the cup.
•
Set the cup of ice water on the table for students to observe.
MAGNETISM
AND ELECTRICITY
WATER
49
SUMMATIVE ASSESSMENT
END-OF-MODULE ASSESSMENT
SCORING GUIDES
PERFORMANCE ASSESSMENT
Performance Assessment Item—Water
Score
50
If the student...
4
(1) correctly identifies the location for each cup
(X = heat lamp, Y = corner, Z = refrigerator); (2) uses the
balance to compare the amounts of water in the cups;
(3) suggests using a graduated cylinder to measure
and compare the amounts of water in the cups (or any
other reasonable method).
3
correctly completes two of the three points described
above.
2
correctly completes one of the three points described
above.
1
cannot identify the correct location of each cup;
depends on vision to compare the amounts of water
in the cup; cannot suggest a reasonable alternative
method.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
Score
If the student...
4
observes the condensation on the outside of the cup;
explains that the condensation occurs when the water
vapor in the air hits the cool surface of the cup;
predicts that the outside of the cup will be dry the
next day; explains that the water in the cup will be at
room temperature the next day, so condensation will
not occur and the condensation now there will have
evaporated.
3
observes the condensation on the outside of the cup;
explains that the condensation occurs when the water
vapor in the air hits the cool surface of the cup;
predicts that the outside of the cup will be dry the next
day; gives an incomplete explanation for why the cup
will be dry the next day.
2
observes the condensation; explains at least one other
part adequately.
1
observes the condensation; cannot adequately
complete the other parts.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
Multiple-Choice Items
Score 1 point for each correct answer.
1. C
6. B
11. D
2. A
7. A
12. C
3. C
8. B
13. B
4. D
9. D
14. C
5. D
10. A
MAGNETISM
AND ELECTRICITY
WATER
51
SUMMATIVE ASSESSMENT
Score 1 point if the student draws a dome of water on each spoon and
the plain water has a higher curve than the soapy water. Score 1 point
if the student mentions surface tension in explaining the difference.
(Two points are possible for this item.)
Short-Answer Item 16
Score 1 point if the student writes that water expands when heat is
added.
Short-Answer Item 17
Score 1 point if the student writes that water contracts when heat is
taken away. Answers may include that, if enough heat is taken away,
the water will turn to ice.
Short-Answer Item 18
Score 1 point if the student notes that water does not have to be boiled
in order to evaporate. Score 1 point if the student notes water vapor is
any water that is in the air. (Two points are possible for this item.)
Short-Answer Item 19
Score 1 point if the student puts the bo�le thermometers in the correct
order: C, D, B, A (coldest to warmest). Score 1 point if the student
explains he or she could tell which was coldest or warmest by looking
at the level of the water in the straw: the warmer the water, the higher
the water level. (Two points are possible for this item.)
52
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WASHINGTON EDITION
Narrative Items
Item 20 Water on a Slope
Score
If the student...
4
writes that a tiny drop probably would not go
anywhere, but a bigger drop would go down the slope;
writes that when the size of the drop is doubled, it will
move faster downhill; suggests making the drop even
larger or increasing the slope of the notebook to make
it go even faster; includes the generalization that the
larger the amount of water or steeper the slope, the
faster it will move downhill.
3
writes that a tiny drop probably would not go
anywhere, but a bigger drop would go down the slope;
writes that when the size of the drop is doubled, it will
move downhill faster.
2
includes one of the two points listed in score 3.
1
includes some information about water moving
downhill, but not specific to the question asked.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
MAGNETISM
AND ELECTRICITY
WATER
53
SUMMATIVE ASSESSMENT
Score If the student...
54
4
explains that the water froze, water expands when it
freezes, and so the bo�le broke; explains that the water
on the sidewalk evaporates becoming water vapor in
the air.
3
explains that the water froze into ice, ice takes up more
space, and so the bo�le broke; explains that the water
on the sidewalk evaporated.
2
explains one part adequately, either that the frozen
water took up more space so it broke the bo�le or that
the water on the sidewalk evaporated.
1
a�empts to answer both parts but gives incorrect answers.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
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SYSTEM
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WASHINGTON EDITION
Item 22 Evaporation and Condensation
Score
If the student...
4
writes that neither student is fully correct, and that
evaporation and condensation both play a part; says
that water vapor forms when water evaporates and
that water vapor condenses on dust particles in the air.
3
writes that both evaporation and condensation play a
part; has minor errors in explanation.
2
explains only one part, evaporation or condensation,
or writes that both evaporation and condensation play
a part, but gives no other information.
1
a�empts both parts, but gives incorrect information.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
MAGNETISM
AND ELECTRICITY
WATER
55
WATER BLUEPRINT
3-5 Grade Level Expectations (GLE) Assessment Opportunities
SYSTEMS
FORMATIVE
SUMMATIVE
COMMENTS
Motion of Objects. Understand the relative
position and motion of objects. (GLE 1.1.2)
Inv. 1, Pt. 3
Nature and Properties of Earth Materials.
Understand physical properties of Earth materials
including rocks, soil, water, and air. (GLE 1.1.5)
Inv. 1, Pt. 2
Inv. 2, Pt. 2
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)
Inv. 3, Pt. 4
Covered in several modules
Energy Transfer and Transformation. Understand
that energy can be transferred from one object to
another and can be transformed from one form of
energy to another. (GLE 1.2.2)
Inv. 2, Pt. 1
Covered in several modules
Structure of Matter. Know that substances are
made of small particles (GLE 1.2.3)
Inv. 1, Pt. 1
Important to cover in this module
Conservation of Matter and Energy. Understand
that a substance remains the same substance
when changing state. Understand that two or more
substances can react to become new substances.
(GLE 1.3.3)
Inv. 2, Pt. 3
Inv. 3, Pt. 4
Hydrosphere and Atmosphere. Analyze weather
indicators and understand how water cycles
through the atmosphere. (GLE 1.3.6)
Inv. 3, Pt. 2
Inv. 3, Pt. 4
Covered in several modules
1, 2, 4, 5, 8, 11, 12,
13, 14, 15, 20
3, 6, 9, 10, 16, 17,
18, 21, 22
PA Water
PA Ice
Covered in several modules
Important to cover in this module
Important to cover in this module
INQUIRY
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
Inv. 4, Pt. 1
PA ?
Assessed throughout the grades in inquiry projects.
Explaining. Understand how to construct a
reasonable explanation using evidence. (GLE 2.1.3)
Inv. 3, Pt. 3
Inv. 4, Pt. 3
Assessed throughout the grades in inquiry projects.
Communicating. Understand how to report
investigations and explanations of objects, events,
systems, and processes. (GLE 2.1.5)
Inv. 1, Pt. 1
PA—Water
PA—Ice
PA—Water
PA—Ice
Intellectual Honesty. Understand that all
scientific observations are reported accurately and
honestly even when the observations contradict
expectations. (GLE 2.2.1)
Inv. 1, Pt. 2
Inv. 4, Pt. 3
Covered in several modules
Limitations of Science and Technology.
Understand that scientific facts are measurements
and observations of phenomena in the natural
world that are repeatable and/or verified by expert
scientists. (GLE 2.2.2)
Inv. 3, Pt. 1
Covered in several modules
APPLICATION
Assessed throughout the grades in inquiry projects.
Inv. 4, Pt. 2
Designing and Testing Solutions. Understand
how the scientific design process is used to develop
and implement solutions to human problems.
(GLE 3.1.2)
Inv. 4, Pt. 2
Assessed throughout the grades in inquiry projects.
Evaluating Potential Solutions. Analyze how well
a design or a product solves a problem. (GLE 3.1.3)
Inv. 4, Pt. 2
Assessed throughout the grades in inquiry projects.
Environmental and Resource Issues. Understand
how humans depend on the natural environment
and can cause changes in the environment that
affect humans’ ability to survive. (GLE 3.2.4)
Inv. 4, Pt. 3
Important to cover in this module
INQUIRY OR DESIGN PROJECT
Investigating Systems: GLEs 2.1.1—2.1.5
or
Designing Solutions: GLEs 3.1.1—3.1.3
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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.
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