Formative and Summative Assessment

Teacher Candidate: Carli Dovidio Date: 4/20/2017

Group Size: 22 Allotted Time 120 minutes Grade Level 4th

Subject or Topic: Putting it all together!

Common Core/PA Standard(s):

3.2.4.A1 Identify and classify objects based on their observable and measureable physical properties

Learning Targets/Objectives:
Fourth grade students will analyze and record an objects mass, volume, and density. As well as label
its properties and behaviors with an independent project in which will be presented to the class.
Students will also be given a summative test on the day following all presentations.

Assessment Approaches: Evidence:

1.Unit Test 1.Collect and grade unit test
2. Independent Project 2.Collect and grade project with rubric
.
Assessment Scale:
See rubric

Subject Matter/Content:
Prerequisites: Students will choose an item the day before of what they will be analyzing for their final
project.

Key Vocabulary: Volume, Mass, Density, solid, liquid, and gas, molecules
Content/Facts:
Students will need to put together a project in with the information they learned throughout the unit.

Introduction/Activating/Launch Strategies:
Teacher will explain to the students that they will be working independently on a project using all the
components that they have learned in the unit.

Development/Teaching Approaches
Teacher will hand out the rubric, teacher will go over the rubric. Any questions that need to be
answered will be at this time. During the students working on their project they will have the
opportunity to ask for help. The projects main purpose is to help instil on an independent level the
skills they have learned. Students will have 120 minutes to prepare their project. Students will be
using all the science tools that have been used during the unit. However, they need to follow the rubric
in order to get all the points. At the end of our project making students will need to present their
project to the class.

Closure/Summarizing Strategies:
Closure/Summarizing Strategies:
Students will be presenting their projects to the class

Accommodations/Differentiation:
L.M. has memory deficits, he would be allowed to work on his project with the special education
teacher.

Materials/Resources:
Poster boards
Triple beam balances
Beakers variety of sizes
Computers
PowerPoint
Glue
Google for images if needed
Printer
22 rubrics

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Did the students get a higher connection of what the unit was about because they had so
much practice and now they are reinforcing their knowledge?
Did students enjoy the project, could more be added to the rubric or was it too much?
Did I allot enough time for the project?

Additional reflection/thoughts

RUBRIC:
For the final project

4 3 2 1 0
You need to have 4 You nailed it with 4 You only gave 3 You only gave 2 You only gave 1 You did not give
descriptive descriptive any
properties, properties
behaviors, and or
characteristics
Explain: You nailed it with You picked a You picked a You only did 1 step You did nothing
Choose Mass or explaining one property, you property, you did of out the 3
Volume to actually property that you performed it and perform it but not
performed and give performed and gave the results but you did not record
your results, and gave the results forgot to tell me the data, and you
tell me what tool
you used to do so
and told me about
your tool selection
which tool you
used
did not share the
tool used

N/A N/A
Using the You drew the You drew the You did nothing
knowledge you molecules correctly molecules but not
gained from this correctly
unit draw the
molecules to show
what kind of
molecules your
object has
Does your object You stated that it You stated that it You stated that it You stated that it You did nothing
sink or float? sank or it did float, sank or it did float, sank or it did float, sank or it did float,
If it did/did not
explain in three
sentences why
you gave three
sentence why it did
you gave 2
sentence why it did you gave 1
sentence why it did but did not give

three sentence why
it did

Summative Assessment:
1. Is the wind through a tree a solid, liquid, or gas?________________

2. An iceberg is a solid, liquid, or gas?______________

3. Is aluminum foil a solid, liquid, or gas?______________

4. Is gasoline a solid, liquid, or gas?________________

5. Is the air moving through a flute a solid, liquid, or gas?_____________

6. A brass doorknob sinks to the bottom of a bathtub. A ice cube floats on the top of

the water, which object is denser?

7. What twp properties directly effect density?

 8. Ben wants to figure out how much volume his flute has, what scientific method can

Ben do to help him conclude the volume of his flute?_______________

9. If Roger weighs 95 pounds on Earth will his weight be the same on Mars? (yes/no)

10. The difference between weight and mass is weight is affected by ______________.

11. Will an ice cube float in a basin of water?_______________(yes/no)

12. If you looked at each state of matter draw what you would see. Include what each
states molecules look like.

13. A solid has a definite_______________ and a definite_________________.
14. A gas does not have a definite _____________________or a definite volume.
15. A liquid has a definite volume, but does not have a ______________shape.

Answer Key:
1. Gas
2. Solid
3. Solid
4. Liquid
5. Gas
6. Brass knob
7. Mass/volume
8. Water displacement
9. No
10. Gravity
11. Yes
12. Each picture should have one of each a solid, liquid, and gas. Solids molecules will be very close,
liquid further apart, and gas will be very spread out with arrows.
13. Shape/volume
14. Shape
15. Definite