Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
INTERIM ASSESSMENT
Grade 6 Science
Instructional Component 1
2014-2015
Administration and Scoring Guide
Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
ASSESSMENT GUIDELINES
About this assessment:
State of California adopted Next Generation Science Standards in September 2013. We are
currently in the “Awareness Phase” in the transition to NGSS. Assessment items were
developed based on the current California Science Standards (1998) and Common Core State
Standards with Next Generation Science Standards in mind. These items were primarily based
on the current California Science Standards therefore a correlation was made to the
Disciplinary Core Ideas not to the Performance Expectations of NGSS.
Item 1 – Volcanic Eruptions
Item 2 – Plate Tectonics
Item 3 – Plate Boundaries
Assessment Administration Procedures:
● The estimated administration time for each of the assessment items is 50 minutes.
● It is suggested that you administer the assessment with sufficient time to give the
assessment to students who were absent and to score the items.
● You may select two of the three prompts provided to administer to your students, or you
may have students select the two prompts that they would like to respond to.
● It is recommended that you provide paper for students to draft a response and you may
use the template provided to publish the response.
● Read the assessment directions aloud to your students (see “Instruction for Students”
below).
Instructions for students:
Teachers: Please read the following directions to your students:
● Today you are going to take a test that will show how well you know and understand the
science content that was taught to you in the past few weeks.
● Either say


Remember to choose and respond to only two of three items.
You will respond to all the prompts.
● You may show your work on a separate sheet of paper.
After the assessment:
● Students who are absent should take the assessment when they return. Please keep the
assessment items for these students until the students return and can take the assessment.
● You may use the rubric and the answer key provided to score each item.
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Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
Item1: Volcanic Eruptions
CA Science Standards- Grade 6
2d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and
wildlife habitats.
1e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain
building, result from plate motions.
Common Core State Standards Connections ELA/Literacy:
RST.1 Cite specific textual evidence to support analysis of science and technical texts
WHST.1 Write arguments focused on discipline-specific content
Next Generation Science Standards Disciplinary Core Idea
ESS 2 Earth’s System
ESS 2.A Earth Materials and Systems – How do Earth’s major systems interact?
ESS2.B Plate Tectonics and large-scale system interactions – Why do the continents move, and
what causes earthquakes and volcanoes.
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Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
Item1: Volcanic Eruptions
Rubric and Answer Key
Score
4
3
2
1
Content
Scientific Vocabulary
Elaboration of Evidence
-The response accurately provides
two advantages and two
disadvantages of living near a
volcano
- The response includes an
excellent understanding of the
cause of volcanic eruptions
The response makes an excellent
connection between earthquake
activities and the increasing
possibilities of volcanic eruptions
thereafter
The response accurately uses the
majority of these terms
earthquakes,
volcanic eruptions,
lava – magma – fault – seismic waves
– subduction – tectonic plates – plate
boundaries – energy – gas – crust mantle - convection
The response provides thorough and
convincing support/evidence for the
writer’s claim that includes the effective
use of sources, facts, and details. The
response achieves substantial depth that
is specific and relevant:
● Use of evidence from sources is
smoothly integrated, comprehensive,
relevant, and concrete
● Effective use of a variety of
elaborative techniques
-The response accurately provides
at least one advantage and one
disadvantage of living near a
volcano
- The response includes a good
understanding of the cause of
volcanic eruptions
The response makes a good
connection between earthquake
activities and the increasing
possibilities of volcanic eruptions
thereafter
The response accurately uses some of
these terms
earthquakes,
volcanic eruptions,
lava – magma – fault – seismic waves
– subduction – tectonic plates – plate
boundaries – energy – gas – crust mantle - convection
The response provides adequate
support/evidence for the writer’s claim
that includes the use of sources, facts,
and details. The response achieves some
depth and specificity but is
predominantly general:
● Some evidence from sources is
integrated, through citations may be
general or imprecise
● Adequate use of some elaborative
techniques
--The response includes some
discussion on advantages or
disadvantages of living near a
volcano
- The response includes a some
understanding of the cause of
volcanic eruptions
The response makes some
connection between earthquake
activities and the increasing
possibilities of volcanic eruptions
thereafter
The response uses 3 or less of these
terms
earthquakes,
volcanic eruptions,
lava – magma – fault – seismic
waves – subduction – tectonic
plates – plate boundaries – energy –
gas – crust -mantle - convection
The response provides uneven, cursory
support/evidence for the writer’s claim
that includes partial or uneven use of
sources, facts, and details and achieves
little depth:
● Evidence from sources is weakly
integrated, and citations, if present,
are uneven
● Weak or uneven use of elaborative
techniques
---The response includes no
advantages or disadvantage of
living near a volcano.
- The response includes no
understanding of the cause of
volcanic eruptions
The response makes no connection
between earthquake activities and
the increasing possibilities of
volcanic eruptions thereafter
The response uses 3 or less of these
terms
earthquakes,
volcanic eruptions,
lava – magma – fault – seismic waves
– subduction – tectonic plates – plate
boundaries – energy – gas – crust mantle - convection
The response provides minimal
support/evidence for the writer’s claim
that includes little or no use of sources,
facts, and details:
● Use of evidence from sources
minimal, absent, in error, or irrelevant
-The response contains no
The response contains no scientific
The response gets no credit if it
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Grade 6 Science – Assessment 1
scientific value and gets no credit.
Teacher Pages
terms and gets no credit
0
LAUSD/2014-2015
provides no evidence of the ability to
support a claim with evidence.
Sample Response
1) The advantages of living near Mount Vesuvius includes mineral rich soil which is good
for agriculture, useful types of stones for tools, increase the size of habitable land,
tourism … The disadvantages include the danger of poisonous gases, hot ash, tsunamis,
crops destroyed, mud-flow and pyroclastic lava flows.
2) The citizens of Pompeii should use caution because natural occurrences of plate
movement might cause an eruption. The Earth layers are core, mantle and the crust. The
uneven heating of Earth layers causes convection currents. These convection currents
cause one plate to slide under another along the plate boundary. This process is called
subduction. Convection currents cause an upward motion of magma that exerts an
upward force on Earth’s surface.
Volcanic eruptions may occur along faults during subduction. Therefore the build-up of
pressure needs an exit causing a fault opening. The magma will escape through the crust
at or near the plate boundaries which builds a volcano. When the volcano has pressure
within the magma chamber as a result of tectonic plate movement, a massive earthquake
can trigger a volcanic eruption.
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Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
Item 2: Plate Tectonics
CA Science Standards- Grade 6
1a. Students know evidence of plate tectonics is derived from the fit of the continents; the
location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock
types, and ancient climatic zones
1c. Students know lithospheric plates the size of continents and oceans move at rates of
centimeters per year in response to movements in the mantle.
Common Core State Standards Connections ELA/Literacy:
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts
WHST.6-8.1 Write arguments focused on discipline-specific content
Next Generation Science Standards Disciplinary Core Idea
ESS 2 Earth’s System
ESS 2.A Earth Materials and Systems – How do Earth’s major systems interact?
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Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
Item 2: Plate Tectonics
Rubric and Answer Key
Score
4
3
2
1
Content
Scientific Vocabulary
Elaboration of Evidence
-The response provides excellent
understanding of continental drift
and that Africa was near the south
pole
-The response provides excellent
understanding of at least two other
lines of evidence on plate tectonics
and that all continents were at one
point one landmass (pangea)
-The response includes convection
current due to heat rising is the
driving force behind the theory of
Plate Tectonics
The response accurately uses the majoirty
of these terms:
continental drift - plate tectonics theory
mantle - fit of the continents
earthquakes - volcanoes
mid-ocean ridges - fossils,
rock types - climatic zones
lithosphere - pangea
convection current
The response provides thorough and
convincing support/evidence for the
writer’s claim that includes the effective
use of sources, facts, and details. The
response achieves substantial depth that
is specific and relevant:
● Use of evidence from sources is
smoothly integrated, comprehensive,
relevant, and concrete
● Effective use of a variety of
elaborative techniques
--The response provides good
understanding of continental drift
and that Africa was near the south
pole
-The response provides good
understanding of at least two other
lines of evidence on plate tectonics
and that all continents were at one
point one landmass (pangea)
-The response includes convection
current due to heat rising is the
driving force behind Plate
Tectonics
The response accurately uses many of
these terms:
continental drift - plate tectonics theory
mantle - fit of the continents
earthquakes - volcanoes
mid-ocean ridges - fossils,
rock types - climatic zones
lithosphere - pangea
convection current
The response provides adequate
support/evidence for the writer’s claim
that includes the use of sources, facts,
and details. The response achieves some
depth and specificity but is
predominantly general:
● Some evidence from sources is
integrated, through citations may be
general or imprecise
● Adequate use of some elaborative
techniques
---The response provides some
understanding of continental drift
and that Africa was near the south
pole
-The response provides some
understanding of at least two other
lines of evidence on plate tectonics
and that all continents were at one
point one landmass (pangea)
The response uses some of these terms:
c continental drift - plate tectonics theory mantle - fit of the continents
earthquakes - volcanoes
mid-ocean ridges - fossils,
rock types - climatic zones
lithosphere - pangea
convection current
The response provides uneven, cursory
support/evidence for the writer’s claim
that includes partial or uneven use of
sources, facts, and details and achieves
little depth:
● Evidence from sources is weakly
integrated, and citations, if present,
are uneven
● Weak or uneven use of elaborative
techniques
----The response provides no
understanding of continental drift
and that Africa was near the south
pole
-The response provides no
understanding of at least two other
lines of evidence on plate tectonics
and that all continents were at one
point one landmass (pangea)
The response uses two or less of these
terms: continental drift - plate tectonics
mantle - fit of the continents
earthquakes - volcanoes
mid-ocean ridges - fossils,
rock types - climatic zones
lithosphere - pangea
convection current
The response provides minimal
support/evidence for the writer’s claim
that includes little or no use of sources,
facts, and details:
● Use of evidence from sources
minimal, absent, in error, or irrelevant
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Grade 6 Science – Assessment 1
0
The response gets no credit if no
science content is provided
Teacher Pages
The response gets no credit since no
scientific terms were used
LAUSD/2014-2015
The response gets no credit if it
provides no evidence of the ability to
support a claim with evidence.
Sample Response
1) Johnny’s discovery supports the theory of plate tectonics because the continent of
Africa where evidence of past glaciers existed could not have been where it is
right now because the region is too hot to form a glacier. That means the continent
had moved and was previously in a very cold region like the north or south pole.
2) Evidence One: The continents fit like pieces of a puzzle. For example, the coastal
line of east Africa fits nicely with the coastal line of East South America which
means at one point in history they were connected as the theory of plate tectonics
indicated
Evidence Two: There are examples of fossils found on separate continents and
nowhere else implying that the continents were once connected. An example was
fossils of Mesosaurus found only in the southern region of South America and
South Africa. Mesosaurus was a fresh water reptile so a lake was there and no
ocean. That suggests that the two continents of Africa and South America were
once joined.
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Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
Item 3: Plate Boundaries
CA Science Standards- Grade 6
1f. Students know how to explain major features of California geology (including mountains,
faults, volcanoes) in terms of plate tectonics.
1d. Students know that earthquakes are sudden motions along breaks in the crust called faults
and that volcanoes and fissures are locations where magma reaches the surface.
Common Core State Standards Connections ELA/Literacy:
WHST.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
Next Generation Science Standards Disciplinary Core Idea
ESS 2 Earth’s System
ESS 2.A Earth Materials and Systems – How do Earth’s major systems interact?
ESS2.B Plate Tectonics and large-scale system interactions – Why do the continents move, and
what causes earthquakes and volcanoes.
8
Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
Item 3: Plate Boundaries
Rubric and Answer Key
Score
4
3
2
1
0
Content
Scientific Vocabulary
Elaboration of Evidence
-The response provides an excellent
understanding of the two different plate
boundaries presented in the maps and
accurately states the differences and
similarities between the convergent
boundary and the transform boundary.
-The response includes at least two
tectonic events in the regions caused by
the plate boundaries. All evidence from
the maps are clearly stated
The response accurately uses all of these
terms:
Convergent – subduction - transform
Fault - seismic activity - earthquake
Mountain - San Andreas Fault - Plateau
The response provides thorough and
convincing support/evidence for the
writer’s claim that includes the effective
use of sources, facts, and details. The
response achieves substantial depth that is
specific and relevant:
● Use of evidence from sources is
smoothly integrated, comprehensive,
relevant, and concrete
● Effective use of a variety of elaborative
techniques
-The response provides a good
understanding of the two different plate
boundaries presented in the maps and
fairly states the differences and
similarities between the convergent
boundary and the transform boundary.
-The response includes at least one
tectonic event in the regions caused by
the plate boundaries. Some evidence
from the maps are clearly stated
The response accurately uses the
majority of these terms:
Convergent – subduction - transform
Fault - seismic activity - earthquake
Mountain - San Andreas Fault - Plateau
The response provides adequate
support/evidence for the writer’s claim
that includes the use of sources, facts, and
details. The response achieves some
depth and specificity but is predominantly
general:
● Some evidence from sources is
integrated, through citations may be
general or imprecise
● Adequate use of some elaborative
techniques
The response provides some
understanding of the two different plate
boundaries presented in the maps and
states some similarities or differences
between the convergent boundary and
the transform boundary
-The response mentions a tectonic event
in the regions caused by the plate
boundaries, but shows no understanding
of the maps
The response uses some of these terms:
convergent
Convergent – subduction - transform
Fault - seismic activity - earthquake
Mountain - San Andreas Fault - Plateau
The response provides uneven, cursory
support/evidence for the writer’s claim
that includes partial or uneven use of
sources, facts, and details and achieves
little depth:
● Evidence from sources is weakly
integrated, and citations, if present, are
uneven
● Weak or uneven use of elaborative
techniques
The response provides little to no
understanding of the two different plate
boundaries presented in the maps; There
is little understanding of the convergent
boundary and the transform boundary
-The response does not include any
tectonic events in the regions caused by
the plate boundaries. No evidence from
the maps
The response uses two or less of these
terms:
Convergent – subduction - transform
Fault - seismic activity - earthquake
Mountain - San Andreas Fault - Plateau
The response provides minimal
support/evidence for the writer’s claim
that includes little or no use of sources,
facts, and details:
● Use of evidence from sources minimal,
absent, in error, or irrelevant
The response gets no credit if no science The response gets no credit since no
content is provided
scientific terms were used
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The response gets no credit if it provides
no evidence of the ability to support a
claim with evidence
Grade 6 Science – Assessment 1
Teacher Pages
LAUSD/2014-2015
Item 3: Plate Boundaries
Sample Response:
There are two different types of tectonic plate movements in the maps. The one
presented on California map is a transform fault boundary where two plates are generally sliding
in opposite directions (see direction of arrows on the map) alongside each other. San Andreas
fault is an example of a transform boundary. Transform boundaries might cause earthquakes and
create valleys. The Tibetan Plateau is an example of convergent boundary where two plates are
crashing into each other. These fault boundaries may cause seismic events like mountain
creation (Himalayas, see map) and earthquakes.
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