WASHINGTON EDITION
ASSESSMENT
EARTH MATERIALS
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
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
MAGNETISM
AND ELECTRICITY
EARTH MATERIALS
2
End-of-Module Assessment 32
Assessment Blueprint
44
INVESTIGATION
DUPLICATION
MASTER CHANGES
New student sheets
• no. 10a Science Stories—Written
in Stone
• no. 11a Comparing Crystals
• Inquiry Project Sheets
Modified student sheets
• no. 11 Response Sheet—
Investigation 1 (replacing Mock
Rocks)
• no. 15 Response Sheet—
Investigation 2 (replacing Scratch
Test)
• no. 17 Response Sheet—
Investigation 3 (replacing Calcite
Quest)
1
INVESTIGATION 1: MOCK ROCKS
INQUIRY
INVESTIGATION SUMMARY
PART 1
INVESTIGATING MOCK ROCKS
• What are some of the properties we can use to
describe individual rocks?
Time: 30 minutes
Students make and record observations of mock rocks.
They compare the properties of mock rocks with those
of real rocks. Students choose appropriate measuring
tools to determine the diameter, circumference, depth,
and mass.
PART 2
TAKING ROCKS APART
• How can we determine the ingredients of a rock?
• How can we separate the ingredients of a rock?
Time: 45 minutes
Students use a nail as a geologist’s pick to take a mock
rock apart. Not all ingredients can be separated in
this way, so students use water to effect a further
separation. Students shake vials containing water
and earth material and observe them before and a�er
se�ling.
PART 3
OBSERVING CRYSTALS
• What are the ingredients in mock rocks? What
evidence do you have to support your
conclusions?
Time: 10–15 minutes + 20 minutes on another day
2
A�er vial ingredients se�le overnight, students
observe the separation that has occurred. They set up
evaporation dishes to determine any further
ingredients. A�er the water evaporates, students find
crystals in the dish. They determine these are salt and
alum crystals.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
• Rocks have many properties, including shape,
size, color, and texture.
• Geologists use rock properties to help identify
different rocks.
• Some dimensions of rocks can be measured
and compared.
ASSESSMENT OPPORTUNITIES
Teacher Observation
Using meter tapes and balances.
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
• Rocks are made of ingredients called minerals;
minerals are made of only one ingredient.
New Student Sheet
• Some ingredients can be identified by breaking
rocks apart.
Processes and Interactions in the Earth System. Know
processes that change the surface of Earth. (GLE 1.3.4)
• Water can be used to separate ingredients:
some break into smaller pieces, and some
dissolve.
History and Evolution of the Earth. Understand that
fossils provide evidence of plants, animals, and
environments that existed long ago. (GLE 1.3.5)
Science Stories—Wri�en in Stone
Modified Student Sheet
Response Sheet—Investigation 1
Structure of Ma�er. Know that substances are made of
small particles. (GLE 1.2.3)
• Rocks are made of minerals.
New Student Sheet
• Evaporation is a way to separate liquid and
solid ingredients.
Comparing Crystals
• Mineral crystals have identifiable shapes.
Evaluating Inconsistent Results. Understand why
similar investigations may not produce similar results.
(GLE 2.2.3)
Examples of questions students might generate for inquiry projects
• Does temperature make a difference in the size of salt crystals as they form from evaporating water?
• Does the depth of the saltwater solution make a difference in the size of the crystals le� when the water
evaporates?
EARTH MATERIALS
3
FORMATIVE ASSESSMENT
INVESTIGATION 1: MOCK
ROCKS
PART 1: INVESTIGATING MOCK ROCKS
Use teacher observation to assess students’ ability to measure
accurately using meter tapes and balances, and to record both a
number and a unit for each measurement.
Teacher Observation—Meter Tape
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2 )
Score
If the student...
+
aligns the zero position on the meter tape with the
edge of the object being measured; keeps the meter
tape fairly straight when taking a linear measure such
as diameter or depth; records number and unit.

positions the tape as described above; writes only a
number when recording.
–
needs a lesson on how to use a meter tape to measure
dimensions and how to record them.
P. 3—Earth Materials Notebook
Teacher Observation—Balance
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2 )
GOING FURTHER
If students need basic instruction
in measurement, use the FOSS
Measurement kit to help them
develop measuring skills. If they
just need some extra practice,
try using some of the extensions
suggested in the teacher guide.
4
Score
+
If the student...
zeros the balance before beginning to measure; puts
the mass pieces in the cup opposite the one with the
rock in it; adds mass pieces until the balance is exactly
even; adds up the mass pieces to find the total weight.
Records number and unit.

uses the proper measuring technique, but records only
a number.
–
needs another lesson on how to use the balance.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Date
MOCK ROCKS
PAGE 3
MOCK ROCK MEASUREMENTS DIMENSIONS
1. Diameter
Tool used
2. Circumference
3. Depth
Tool used
4. Other measurements
Investigation 1: Mock Rocks
No. 5—Student Sheet
WA Edition
NOTE: This sheet is part of the Earth Materials Notebook that students
use throughout the module to record data.
MAGNETISM
AND ELECTRICITY
EARTH MATERIALS
5
FORMATIVE ASSESSMENT
INVESTIGATION 1: MOCK
ROCKS
PART 2: TAKING ROCKS APART
Use new student sheet no. 10a called Wri�en in Stone along with the
students reading from the Science Story “Wri�en in Stone” (or have
the students complete the assignment in their science notebooks).
Student Sheet—Written in Stone, Part 1
Processes and Interactions in the Earth System. Know
processes that change the surface of Earth. (GLE 1.3.4)
Score
If the student...
+
lists 4-6 examples of earth processes and how each
changed the rocks or altered the landscape.
(Examples: rocks moved by glaciers or landslides,
rocks traveling in a stream, rocks and shells that have
se�led to the bo�om of the sea and pressed together,
channels worn by water, lava deposited from a
volcano explosion, tiny particles spewn from a
volcano sticking together)

lists 4-6 examples of earth processes but does not
explain how each changed the rocks or altered the
landscape. (Examples: glaciers or landslides, streams,
se�ling and pressure, water erosion, volcanos, heat)
—
lists fewer than four examples of earth processes
No. 10a—New Student Sheet
Student Sheet—Written in Stone, Part 1
History and Evolution of the Earth. Understand that fossils
provide evidence of plants, animals, and environments that
existed long ago. (GLE 1.3.5)
Score
6
If the student...
+
prior to looking up the definition, was able to explain
these two key concepts regarding a fossil: 1) provides
information/evidence (remains, traces, or imprint) and
2) is from prehistoric animals or plants.

was able to identify these two key concepts regarding
fossils with the help of the glossary definition.
—
was not able to compare their explanation with the
dictionary definition or provide an adequate
explanation of a fossil.
FULL OPTION SCIENCE SYSTEM
Use modified student sheet no. 11 called Response Sheet—
Investigation 1 to assess student understanding of GLE 1.2.3. At some
point in the activity, teach students that ma�er is made of small
particles.
Response Sheet—Investigation 1
Structure of Matter. Know that substances are made of small
particles. (GLE 1.2.3)
Score
If the student...
4
includes the statement that a cookie is made with
many ingredients, such as flour, sugar, chocolate
chips, eggs, and so forth; draws the analogy to a rock,
which is also made of many ingredients, but the
ingredients are minerals; states that both cookies and
rocks are ma�er and therefore made of small particles.
3
states that cookies have many ingredients and so do
rocks, but does not elaborate upon the ingredients in
either; states that both are ma�er and that ma�er is
made of small particles.
2
makes some kind of comparison between rocks and
cookies, but not that both have many ingredients.
(e.g., the child likes cookies, and comparing rocks to
cookies must mean that he or she likes rocks, too).
1
gives some information about cookies or rocks that
does not pertain to the assigned task, or includes a
large misconception.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
No. 11—Modified Student Sheet
GOING FURTHER
If students are having trouble dealing with this analogy, practice
analogies from time to time. Have one on the board when students
arrive in the morning, to complete while you are taking lunch count
or a�endance.
MAGNETISM
AND ELECTRICITY
EARTH MATERIALS
7
Name ________________________________
Date ___________________________________
SCIENCE STORIES—WRITTEN IN STONE
Part 1
As you read the Science Story, look for examples of earth processes that have changed the
surface of the earth, moved the rocks, or affected the landscape. List as many examples as
you can find of these earth processes and how they changed the landscape.
Part 2
Aunt Rita found “fossils” in the rock. Explain what you think Aunt Rita meant by a fossil.
Use the glossary from your FOSS Science Stories book to look up and write the definition
of a fossil. How does this compare with your explanation; do you want to add or mark
any changes to your original explanation?
FOSS Earth Materials Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Mock Rocks
No. 10a—New Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 1
Eli and Emily were on the playground eating lunch when Emily found a cool rock on
the ground and picked it up. “This rock is just like the chocolate chip cookie you’re
eating,” she said to Eli. Eli disagreed. “They do not look alike and you can’t eat a rock!”
he said.
Think about what you know about chocolate chip cookies and what you learned about
rocks from the mock rock investigation. Explain to Eli what Emily meant when she said
rocks and chocolate chip cookies are alike.
FOSS Earth Materials Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Mock Rocks
No. 11 Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 1: MOCK ROCKS
NOTE: A�er students’ solutions
have evaporated and crystals are
le�, discuss why there were
differences: more liquid to begin
with (more crystals), some
evaporated faster (smaller
crystals), and so forth.
PART 3: OBSERVING CRYSTALS
Use new student sheet no. 11a called Comparing Crystals, or give
students a prompt for writing in their notebooks or journals.
Student Sheet—Comparing Crystals
Evaluating Inconsistent Results. Understand why similar
investigations may not produce similar results. (GLE 2.2.3)
Score
+

–
If the student...
explains that, even though they were all doing the
same experiment, there were small differences; gives
an example, such as some groups poured more liquid
in the dish and so had more crystals, or some of the
liquids might have evaporated faster and so developed
smaller crystals.
explains that, even though they were all doing the
same experiment, there were small differences; gives
examples, such as some poured in more liquid, but
does not explain result.
is unable to explain why there were some differences.
GOING FURTHER
No. 11a—New Student Sheet
10
If students don’t have any viable ideas about why some crystals are
different, brainstorm some possibilities—temperature might make
a difference, amount of liquid poured in the dish might make a
difference, and so forth—then turn the investigation over to one or
two students to complete as an inquiry project.
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
COMPARING CRYSTALS
Ms. Rand’s class mixed their mock rock particles with water and let them sit overnight.
The next day they poured the clear liquid into evaporation dishes. A few days later, they
found crystals in the dishes. Some of the cyrstals were bigger than the others. Some of the
dishes had more crystals than others.
If everyone was doing the same investigation, why were the results slightly different?
FOSS Earth Materials Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Mock Rocks
No. 11a—New Student Sheet
WA Edition
INVESTIGATION 2: SCRATCH TEST
INQUIRY
INVESTIGATION SUMMARY
PART 1
OBSERVING MINERALS
• What properties can we use to identify
minerals?
Time: 30–40 minutes
Students investigate four unknown minerals. They
record observations and find that they need more
information to make a confident identification of the
minerals. Easily visible properties aren’t enough.
PART 2
TESTING FOR HARDNESS
• What properties can we use to identify minerals?
• How can your fingernail, a penny, and a paper clip
help determine hardness?
Time: 30–40 minutes
12
Students are introduced to hardness as a
property that can help a geologist identify a mineral.
They use paper clips, pennies, and their fingernails to
do the scratch test, make hardness comparisons, and
help identify minerals. Using this knowledge, they
identify and order four minerals by hardness.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• A mineral is a basic earth material that cannot be
physically broken down any further.
Student Sheet
• Minerals are the ingredients that make up rocks.
Properties of Substances. Understand how to use
properties to sort natural and manufactured materials
and objects. (GLE 1.1.1)
• It is usually necessary to know several properties
of a mineral in order to identify it.
Mineral Properties
• Hardness, a mineral property, is the resistance of a
mineral to being scratched.
Modified Student Sheet
• Minerals can be seriated by hardness.
Properties of Substances. Understand how to use
properties to sort natural and manufactured materials
and objects. (GLE 1.1.1)
• When comparing the hardness of any two objects,
the harder one will scratch the so�er one.
Response Sheet—Investigation 2
Evaluating Inconsistent Results. Understand why
similar investigations may not produce similar results.
(GLE 2.2.3)
Examples of questions students might generate for inquiry projects
• Can you find any other minerals with the same hardness as calcite or gypsum? How could you find out? (You
need a collection of other minerals you don’t mind ge�ing scratched to complete this project.)
• If you had a collection of different minerals, could you put them in order of hardness? How would you do it with
and without using scratch tools?
EARTH MATERIALS
13
FORMATIVE ASSESSMENT
INVESTIGATION 2: SCRATCH
TEST
PART 1: OBSERVING MINERALS
Use student sheet no. 14 called Mineral Properties.
Student Sheet—Mineral Properties, Tasks 1–3
Properties of Substances. Understand how to use properties
to sort natural and manufactured materials and objects.
(GLE 1.1.1)
Score
No. 14—Student Sheet
If the student...
+
fills in all the le�ers correctly.

fills in the le�ers correctly in the single circles, but
places some le�ers incorrectly in the intersecting
circles.
–
cannot place any of the le�ers correctly.
Student Sheet—Mineral Properties, Task 4
Properties of Substances. Understand how to use properties
to sort natural and manufactured materials and objects.
(GLE 1.1.1)
Score
14
If the student...
+
explains that the le�ers in the intersection of the circles
mean that the minerals show properties listed in both
circles, that the le�ers in one circle mean that
minerals show only that one property, and that the
le�ers outside the circles mean those minerals do not
show either property.

explains that the minerals are placed in the circles
according to the property listed in the circle; says
nothing specific about the intersection or le�ers
outside the circles.
–
cannot give any reasonable explanation.
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
MINERAL PROPERTIES
Look at the pictures of the minerals below.
A
G
E
C
I
H
B
D
F
TASK 1
Use the letters by the minerals to show which minerals could be placed in each group.
DARK-COLORED
LIGHT-COLORED
TASK 2
Use the letters by the minerals to show which minerals could be placed in each group.
SHARP-EDGED
SMOOTH-EDGED
TASK 3
Use the letters by the minerals to show which minerals could be placed in each group.
Think carefully where you would put minerals that have more than one property.
DARK COLORED
SHARP-EDGED
TASK 4
On the back of this sheet, explain how you decided where to put the letters for task 3.
FOSS Earth Materials Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Scratch Test
No. 14— Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 2: SCRATCH
TEST
PART 2: TESTING FOR HARDNESS
Use modified student sheet no. 15 called Response Sheet—
Investigation 2.
Response Sheet—Investigation 2
Properties of Substances. Understand how to use properties
to sort natural and manufactured materials and objects.
(GLE 1.1.1)
Evaluating Inconsistent Results. Understand why similar
investigations may not produce similar results. (GLE 2.2.3 )
Score
If the student...
+
states that Smith’s data is incorrect and explains all
errors (see  below) and correctly lists minerals in order of increasing hardness: realgar, halite then, apatite.

states that Smith’s data is incorrect and gives a reason
that shows an error (possible reasons: a mineral that
could be scratched by a fingernail could be scratched
by a penny and paper clip; a mineral scratched by a
penny could also be scratched by a paper clip), and
may use example referring to specific mineral.
–
has incorrect or incomplete information.
No. 15—Modified Student Sheet
You may also want to assess students on GLE 2.1.3—using data
to construct a reasonable explanation. Score a , +, or – on the
assessment chart.
GOING FURTHER
If students don’t think that rubbing two minerals together is a valid
test for hardness, return to the minerals used in the investigation.
Have students rub two minerals together to determine which is
harder. See if they can order all the minerals using this technique.
16
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 2
Two scientists, Smith and Garcia, each did the scratch test with three minerals using a
paper clip, a penny, and a fingernail. Their results are shown on the charts below.
Penny
Fingernail
Paper clip
Penny
Fingernail
GARCIA
Paper clip
SMITH
Realgar
—
—
yes
Realgar
yes
yes
yes
Apatite
yes
—
yes
Apatite
yes
—
—
—
yes
—
Halite
yes
yes
—
Halite
KEY:
"yes" means that the mineral was scratched by the tool.
Whose results show errors? ______________________________ Explain the errors.
Using the correct results, list the three minerals in order of increasing hardness:
least hard
FOSS Earth Materials Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
hardest
Investigation 2: Scratch Test
No. 15—Modified Student Sheet
WA Edition
INVESTIGATION 3: CALCITE QUEST
INQUIRY
INVESTIGATION SUMMARY
PART 1
DETECTING CALCITE
• How can we tell if one of the ingredients in a rock is
the mineral calcite?
Time: 40 minutes
Students investigate one interesting property of the
mineral calcite. They place a piece of calcite in vinegar
and observe bubbles and fizzing. They place several
rock samples in vinegar and look for evidence of calcite
as an ingredient.
PART 2
LOOKING FOR MORE EVIDENCE
• Is there another test we can do to know for sure which
rocks contain calcite?
Time: Two 20-minute sessions
18
A�er the rocks sit in vinegar overnight, students pour
the liquid into small dishes and let it evaporate.
Students find a white needlelike crystal and a powdery
white residue in two of the dishes—evidence that calcite
is an ingredient.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• Rocks are made of minerals.
Teacher Observation
• Calcite is one of the most common minerals on Earth.
Detailed observations
• Pu�ing acid on a rock is a tool geologists use to
identify calcite.
Nature and Properties of Earth Materials. Understand
physical properties of Earth materials including rocks,
soil, water, and air. (GLE 1.1.5)
Science Notebook
Legends vs. facts
Evolution of Scientific Ideas. Understand that
scientific comprehension of systems increases through
inquiry. (GLE 2.2.5)
• Sometimes more than one test is needed to provide
conclusive evidence.
• Evaporation is a technique used to separate liquid
from solid parts of a mixture or solution.
• Crystal pa�erns can help us identify certain minerals.
Modified Student Sheet
Response Sheet—Investigation 3
Identifying Problems. Understand problems found in
ordinary situations in which scientific design can be or
has been used to design solutions. (GLE 3.1.1)
• Limestone and marble are two rocks that contain
calcite.
Examples of questions students might generate for inquiry projects
• Are there other rocks around the school that might contain calcite? How could you find out? (Students will need
to gather a collection of rocks and test using vinegar.)
• Would you get the same results in the vinegar test with hot vinegar as you did with cold vinegar?
EARTH MATERIALS
19
FORMATIVE ASSESSMENT
INVESTIGATION 3: CALCITE
QUEST
PART 1: DETECTING CALCITE
Use teacher observation to assess students’ abilities to observe.
Teacher Observation—Detailed observations
Nature and Properties of Earth Materials. Understand
physical properties of Earth materials including rocks, soil,
water, and air. (GLE 1.1.5)
Score
If the student...
+
writes a description that clearly identifies each of the
rocks; focuses on details in an a�empt to tell the rocks
apart.

writes a list of words, but the words are fairly generic
and could be applied to many rocks.
–
writes only one or two words for each rock.
GOING FURTHER
If students are having trouble writing detailed observations, use
descriptive writing games. You might try something similar to the
riddle writing students did when they brought their rocks from
home. Use a bag of mixed nuts, peanuts in the shell, a set of shells,
or other objects that require detailed descriptions to tell them
apart. Have students write descriptions (riddles, poems, or straight
descriptions), and trade them with other students to see if they can
identify the objects they described. Go through several examples of
student writing to discuss what details helped distinguish the objects.
Students need to do this exercise several times during the year to
become proficient.
20
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
To introduce concepts of GLE 2.2.5, the following assessment has
been added. Use student notebooks to have students write about the
prompt below a�er reading “Rock Tales” pages 16-23 in the Science
Stories. Make sure the students read the green side panel labeled
Rock Tales.
Notebook Prompt:
What is the difference between legend and facts? How do we know the
difference?
Science Notebook—Legends vs. facts
Evolution of Scientific Ideas. Understand that scientific
comprehension of systems increases through inquiry.
(GLE 2.2.5)
Score
If the student...
+
states that legends are made up of stories to explain
what people don’t understand (there may be some
factual information in a legend); explains that facts are
based on observable information or result from ideas
or questions that are tested or proven.

states that legends are made-up stories and facts are
real
–
can’t distinguish between legend and fact.
EARTH MATERIALS
MAGNETISM
AND ELECTRICITY
21
FORMATIVE ASSESSMENT
INVESTIGATION 3: CALCITE
QUEST
PART 2: LOOKING FOR MORE EVIDENCE
Use modified student sheet no. 17 called Response Sheet—
Investigation 3.
Response Sheet—Investigation 3
Identifying Problems. Understand problems found in ordinary
situations in which scientific design can be or has been used to
design solutions. (GLE 3.1.1)
Score
If the student...
+
same as for  but explains that crystals give
evidence of calcite in the rock.

answers cup B and states that Jared should pour off
the liquid from the rock into dishes to evaporate the
liquids and says to look for crystals in the dish a�er
evaporation.
–
cannot describe what Jared should do.
No. 17—Modified Student Sheet
GOING FURTHER
If students have difficulty supporting their answers with evidence,
spend time helping them identify reasons for what they know. They
may have seen something in another investigation, they might have
observed the result, and so forth.
22
FULL OPTION SCIENCE SYSTEM
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 3
Jared wanted to try the calcite test at home. He found two different rocks in his backyard
and put them into small glasses of vinegar that he labeled A and B. He noticed that there
were bubbles in both glasses.
A
A—A few bubbles cling to the rock;
one bubble floats to the top.
B
B—Bubbles all over! All bubbles
are rising to the top.
Jared is pretty sure that at least one of the cups contains calcite. Which cup probably
contains calcite (A or B)? _______
Describe what Jared should do next to each sample to find out if it contains calcite. Be sure
to include the observations that would confirm calcite is present.
FOSS Earth Materials Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Calcite Quest
No. 17— Modified Student Sheet
WA Edition
IINVESTIGATION 4: TAKE IT FOR GRANITE
INQUIRY
INVESTIGATION SUMMARY
PART 1
IDENTIFYING MINERALS IN GRANITE
• What are the mineral ingredients in granite?
Time: 40 minutes
Students sort a set of earth materials and find that one
is a rock, granite, and the rest are minerals. Students
test the minerals to identify which of the minerals are
ingredients in pink granite.
PART 2
CHOOSING YOUR OWN INVESTIGATION
• Students ask their own questions and plan
investigations or research to answer them.
Time: 4-6 sessions
24
Students review the investigations they have
participated in over the past several weeks and identify
a subject they would like to investigate in greater detail.
They select a project to further their understanding, as
well as to inform the rest of the class.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• Rocks are made of ingredients called minerals.
Student Sheets
• Rocks and minerals have identifiable
characteristics.
Earth Materials Notebook, pages 13–15
• The minerals that make up a rock can be
identified by observing certain characteristics.
Communicating. Understand how to report
investigations and explanations of objects, events,
systems, and processes. (GLE 2.1.5)
Teacher Observation
Use appropriate tests
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2 )
• Application of earth materials concepts
regarding rocks and minerals.
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
• How do people use earth materials? (Students take a survey around your neighborhood and present the results
to the class.)
• “Fair test” inquiry projects are limited in this module. But students enjoy making rock collections, and these can
be organized in many ways. Students can seriate their collections by size, smoothness, weight, and so forth, or
they can test rocks for calcite and minerals for hardness. Check to make sure rocks or minerals brought in from a
collection are not special, exotic, or personally valued before testing them, since testing may damage the samples.
EARTH MATERIALS
25
FORMATIVE ASSESSMENT
INVESTIGATION 4: TAKE IT
FOR GRANITE
PART 1: IDENTIFYING MINERALS IN
GRANITE
Use student sheets called Earth Materials Notebook, Pages 13–15.
P. 13–15—Earth Materials
Notebook
Student Sheet—Earth Materials Notebook, Pages 13-15
Communicating. Understand how to report investigations and
explanations of objects, events, systems, and processes.
(GLE 2.1.5)
Score
If the student...
+
gives detailed information about each mineral; makes
an informed decision about which minerals are in pink
granite.

fills in the required information about color and
hardness; writes few other observations.
–
writes very li�le about any of the minerals.
Teacher Observation—Uses appropriate tests
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2)
Score
26
If the student...
+
conducts appropriate tests on all minerals, including
observations of properties, hardness, and the vinegar
test.

does not conduct a full range of tests.
–
does not know what tests to conduct to determine
minerals in pink granite.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
INVESTIGATION 4: TAKE IT FOR
GRANITE
PART 2: 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
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
Name ________________________________ Date ___________________________________
INQUIRY PROJECT (continued)
Materials
You may use the space below for a labeled diagram to support your procedure.
Procedure
Inquiry Project Sheet (1 of 4)
New Student Sheet
WA Edition
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
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
•
Inquiry Project Sheet (2 of 4)
how this data supports your conclusion
FOSS Module
An explanation of
•
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
STUDENT INQUIRY PROJECT SCORING RUBRIC
New Student Sheet
WA Edition
Supporting
Data Understand how to ask a question about objects, organisms, and events in the
Questioning.
environment. (GLE 2.1.1)
Value
Point
Investigation A�ribute
If the student . . .
Question
Asks a question that can be investigated.
1
Explanation
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)
One measured variable
Identifies the variable to be measured
FOSS Module
© The Regents of the University of California
Can be duplicated
for classroom
Repeated
trials or workshop use.Plan for more than one trial.
1
and the units
to Project
be used.
Inquiry
Sheet (3 of 4)
New Student Sheet
WA Edition
1
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)
Investigation A�ributes
If the student . . .
Reports lowest supporting data.
1
Cites data
Reports highest supporting data.
1
Explanation
Uses data to form a reasonable explanation.
Grades 3 through 6 FOSS Modules
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
EARTH MATERIALS
MAGNETISM
AND ELECTRICITY
Value
Point
Cites data
1
Inquiry Project Sheet (4 of 4)
New Student Sheet
WA Edition
27
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 Sheett
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
The end-of-module 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 on this assessment are in three formats:
• performance tasks
• multiple-choice/short-answer items (which give students
practice for standardized tests)
• narrative items (which require students to write short
explanations)
MATERIALS FOR EACH SCRATCH TEST STATION
3
Evaporating dishes, labeled “feldspar,” “gypsum,” and
“calcite”
1
Feldspar sample
1
Gypsum sample
1
Calcite sample
1
Large paper clip, bent
1
Penny
1
Hand lens
Assessment sheet no. 7 called Performance Assessment—
Scratch Test
MATERIALS FOR EACH VINEGAR TEST STATION
 •
2
Vials, labeled “A” and “B”
1
Limestone sample
1
Gray granite sample
•
Vinegar *
Assessment sheet no. 8 called Performance
Assessment—Vinegar Test
MATERIALS FOR MULTIPLE-CHOICE/
SHORT-ANSWER AND NARRATIVE ITEMS
 •
 •
*
Assessment sheets nos. 9–14
Supplied by the teacher
 Use the duplication master to make copies.
32
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
GETTING READY
1. SCHEDULE THE COMPLETE 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 before deciding
how you will proceed.
2. ADMINISTER THE PERFORMANCE ITEMS
Individual Assessment. If you want students to work
individually, you can assess up to sixteen students at a time. Set
up eight identical stations for the scratch test and eight identical
stations for the vinegar test around the room. Students will need
about 10 minutes to complete the task and fill in the assessment
sheet at each station. Send shi�s of students to the stations until
all have had a chance to complete the 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 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. You will need to
schedule a session on another day for students to complete the
multiple-choice/short-answer and narrative items.
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 your students will
have a difficult time reading the items on their own, you can read
aloud each item and its possible answers (when appropriate),
have students mark their answers, and move on to the next item,
working together through the assessment, item by item.
4. SET UP THE PERFORMANCE STATIONS
Set up separate stations for the scratch test and the vinegar test as
suggested below. Or you can set up both tasks at each station and
plan to give students more time at the station.
EARTH MATERIALS
MAGNETISM
AND ELECTRICITY
33
SUMMATIVE ASSESSMENT
SCRATCH-TEST STATION
•
Label the evaporating dishes with the names of the minerals.
•
Put the mineral samples on each dish.
•
Put a penny, paper clip, and hand lens at the station with the
other materials.
No. 7—Performance Assessment—
Scratch Test
VINEGAR-TEST STATION
•
Label two plastic vials “A” and “B.”
•
Put a limestone sample in vial A and a gray granite sample
in vial B.
•
Put enough vinegar in each vial to completely cover the
rocks.
No. 8—Performance Assessment—
Vinegar Test
34
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
PERFORMANCE ASSESSMENT—
Scratch Test
END-OF-MODULE ASSESSMENT
SCORING GUIDE
Performance Assessment Item—Scratch Test
Score
If the student...
4
writes detailed notes or creates a chart of which tools
scratched which minerals; puts the three minerals in
the correct order (feldspar, calcite, and gypsum) and
circles feldspar; explains in detail how the scratch tools
were used and why the minerals were put in the order
they were.
3
writes brief notes and gives pertinent information;
lists the minerals in correct order and circles feldspar;
mentions that the order depends on how many tools
scratched the minerals.
2
writes notes that contain pertinent information but are
unorganized; lists minerals in the correct order, but
may not circle feldspar; writes that scratch tools are
used to determine hardness.
1
writes incomplete notes; lists minerals in the wrong
order; gives flawed explanation for order.
0
does not complete the item, or gives information that
has nothing to do with what was asked.
EARTH MATERIALS
MAGNETISM
AND ELECTRICITY
No. 7—Performance Assessment—
Scratch Test
35
SUMMATIVE ASSESSMENT
PERFORMANCE ASSESSMENT—
Vinegar Test
END-OF-MODULE ASSESSMENT
SCORING GUIDE
Performance Assessment Item—Vinegar Test
Score
No. 8—Performance Assessment—
Vinegar Test
36
If the student...
4
writes detailed observations, including that A was
fizzing vigorously, but B was not (the test tells that A
contains calcite, but B does not); writes that you could
evaporate some of the liquid to see if it leaves a white
residue or crystal, which would also indicate calcite.
3
writes observations that are less detailed but accurate;
writes that A contains calcite, but B does not; suggests
evaporation and tells what to look for.
2
writes limited observations with correct information;
indicates that the vinegar tests for calcite, but draws
incorrect conclusions; suggests evaporation, but
doesn’t tell what to look for.
1
writes few observations; does not mention that vinegar
tests for calcite; suggests something other than
evaporation.
0
does not complete the item, or gives information that
has nothing to do with what was asked.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
MULTIPLE-CHOICE/SHORTANSWER ITEMS
END-OF-MODULE ASSESSMENT
SCORING GUIDE FOR SHORT-ANSWER ITEMS 1–5
1.
Score 1 point if the student circles all three words correctly:
diameter, circumference, and depth.
2.
Score 1 point for mass.
3.
Score 1 point for color.
4.
Score 1 point for hardness.
5.
Score 1 point if the student circles all the phrases except the size of
the rock.
SCORING GUIDE FOR MULTIPLE-CHOICE ITEMS 6–12
Score 1 point for each correct answer.
No. 9—Performance Assessment—
Short-answer Items
6. B
7. D
8. C
9. A
10. C
11. D
12. B
No. 10—Performance Assessment—
Multiple-choice Items
No. 11—Performance Assessment—
Multiple-choice Items
EARTH MATERIALS
MAGNETISM
AND ELECTRICITY
37
SUMMATIVE ASSESSMENT
NARRATIVE ITEMS
END-OF-MODULE ASSESSMENT
SCORING GUIDES FOR NARRATIVE ITEMS
Item 13 The difference between rocks and minerals
Score
If the student...
2
distinguishes a rock from a mineral by saying that “a
rock is made of minerals” or similar statement.
1
shows a partial understanding, perhaps thinking that
they are the same and offers a reason, such as “They’re
the same because they’re both earth materials,” or
“Rocks are all around us, and so are minerals.”
0
does not complete the item, or gives information that
has nothing to do with what was asked.
Item 14 Mixing mock rocks with water
Score
No. 12—Narrative Items
38
If the student...
2
explains two processes: (1) water can separate rocks
by breaking them apart and dissolving some minerals,
and (2) evaporating separates the water and the solid
material dissolved in it.
1
explains one process, separation or evaporation, as
described above.
0
does not complete the item, or gives information that
has nothing to do with what was asked.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
ITEM 15
Tests or techniques students might list include
•
The scratch test—you learn about hardness.
•
The vinegar test—you learn if calcite is an ingredient.
•
Picking away parts of the rock with a knife or sharp tool—
you can see if it is easily separated into parts, indicating a
rock.
•
Placing the rock in water—if the ingredients are soluble in
water, they will break apart in the water, indicating a rock.
Observations might include the color, texture, luster, mass, diameter,
circumference, and depth.
Item 15 Tests and what is learned
Score
If the student...
2
explains fully and correctly at least two tests
(including what information is learned by each) and
lists at least two observations.
1
lists at least one test and one observation.
0
does not complete the item, or gives information that
has nothing to do with what was asked.
EARTH MATERIALS
MAGNETISM
AND ELECTRICITY
39
SUMMATIVE ASSESSMENT
Item 16 Whose results are more reliable?
Score
If the student...
2
writes that he or she trusts Garcia because Smith’s
results for calcite and apatite can’t be correct and
gives an example why (e.g., a knife is harder than a
penny, so if you can scratch calcite with a penny, you
can surely scratch it with a knife; if you can’t scratch
apatite with a penny, you surely can’t scratch it with a
fingernail).
1
writes that Smith’s results are wrong or don’t make
sense, but gives no further explanation.
0
does not complete the item, or writes that he or she
trusts Smith, or that both Smith and Garcia are correct
(or both are incorrect).
Item 17 Minerals ordered by hardness
Score
No. 13—Narrative Items, continued
40
If the student...
2
circles apatite; lists the other minerals in order
(apatite, calcite, talc, or in reverse order).
1
has the correct order with talc circled, or has calcite
and talc in the wrong order with apatite circled.
0
does not complete the item, or gives information that
has nothing to do with what was asked.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
ITEM 18
The observations from the journal that indicate a rock.
•
There were several colors.
•
It looked like many pieces stuck together; minerals have only
one ingredient.
•
The different pieces showed different scratch results.
•
The fizzing indicated that calcite is an ingredient.
Size should not be listed—it gives no indication of rock or mineral.
Item 18 Rock or mineral?
Score
2
If the student...
notes the difference between a rock and a mineral;
identifies more than two observations that indicate the
sample is a rock.
1
writes about one of the observations listed above.
0
does not complete the item, or gives information that
has nothing to do with what was asked.
MAGNETISM
AND ELECTRICITY
EARTH MATERIALS
No. 14—Narrative Items, continued
41
SUMMATIVE ASSESSMENT
SCORING GUIDE FOR PORTFOLIO ASSESSMENT
Portfolio Assessment
Score
42
If the student...
4
includes for each item on the checklist a piece of work
that clearly meets the criteria suggested; writes a short
paragraph about each item, weaving a connection
between the pieces and describing what was learned;
shows reflection about his or her thinking and learning
over time.
3
includes a piece of work for each item on the checklist;
writes a short paragraph about each item; is somewhat
reflective of how his or her thinking has changed.
2
includes a piece of work for each item on the checklist;
writes a few words about each piece.
1
includes a piece of work for most items on the
checklist; writes about some of the pieces of work.
0
does not complete the task, or gives information that
has nothing to do with the work chosen.
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION
Blank Page
MAGNETISM
AND ELECTRICITY
EARTH MATERIALS
43
EARTH MATERIALS BLUEPRINT
3-5 Grade Level Expectations (GLE) Assessment Opportunities
SYSTEMS
Properties of Substances. Understand
how to use properties to sort natural and
manufactured materials and objects.
(GLE 1.1.1 )
Nature and Properties of Earth
Materials. Understand physical
properties of Earth materials including
rocks, soil, water and air. (GLE 1.1.5)
Structure of Matter. Know that
substances are made of small particles
(GLE 1.2.3 )
Processes and Interactions in the
Earth System. Know processes that
change the surface of Earth (GLE 1.3.4 )
History and Evolution of the Earth.
Understand that fossils provide evidence
of plants, animals, and environments that
existed long ago. (GLE 1.3.5)
FORMATIVE
SUMMATIVE
COMMENTS
Inv. 2, Pt. 1, 2
PA—Scratch Test
PA—Vinegar Test
1, 2, 3, 4
Covered in several other modules
Inv. 3, Pt. 1
5, 7, 8, 12, 13,
14, 18
Covered in several other modules
Inv. 1, Pt. 2
9
Important to cover in this module
Inv. 1, Pt. 2
Important to cover in this module
Inv. 1, Pt. 2
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)
Communicating. Understand how to
report investigations and explanations of
objects, events, systems, and processes.
(GLE 2.1.5 )
Evaluating Inconsistent Results.
Understand why similar investigations
may not produce similar results.
(GLE 2.2.3)
Evolution of Scientific Ideas.
Understand that scientific
comprehension of systems increases
through inquiry. (GLE 2.2.5)
Inv. 1, Pt. 1
Inv. 4, Pt. 1
PA—Scratch Test
PA—Vinegar Test
6, 10, 15
Assessed throughout grades in inquiry
projects.
Inv. 4, Pt. 1
PA—Scratch Test
PA—Vinegar Test
Assessed throughout grades in inquiry
projects.
Inv. 1, Pt. 3
Inv. 2, Pt. 2
16, 17
Covered in several other modules
Inv. 3, Pt. 1
Important to cover in this module
Inv. 3, Pt. 2
Covered in several other modules
Projects
Important to do one project per module.
APPLICATION
Identifying Problems. Understand
problems found in ordinary situations
in which scientific design can be or has
been used to design solutions.
(GLE 3.1.1)
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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44
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
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Science System
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