Analysis of Student Learning (20 pts)

Name: Jessica Andrus

Grade Level: 4th Grade

NGSS Performance Expectation:

4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Learning Objectives:

1. At the end of this instructional sequence, the students will be able to… construct an explanation using evidence
that when chemical energy is used it converts to another form of energy, heat and mechanical energy,
which produces motion.
2. At the end of this instructional sequence, the students will be able to…construct an explanation using evidence
that energy is stored and released.
3. At the end of this instructional sequence, the students will be able to… construct an explanation using evidence
from that food can be stored and used in many different ways (gasoline, car batteries, food).

Phenomenon/Driving Question:

1. How is energy used?

 Formative Whole Class Student Response Chart
Mid-Unit FORMATIVE Learning Objective: Students can explain how energy causes motion verbally or in written language.

Description of the assessment task:

Under student data record sheet students will be asked the following Question: How does the amount of energy provided to a roller car (by twisting the
rubberband) change the speed and distance of the roller car?

Student compared and

Student filled out class data Student recorded information explained the difference
Student Initials or Number total # of goal features
sheet about their roller car between their car and a peers
and how energy effects speed
1 X X X 3
2 X X X 3
3 X X X 3
4 X X X 3
6 X X X 3
7 X X 2
8 X X X 3
9 X X X 3
10 X X X 3
11 X 1
12 X X X 3
13 X X X 3
14 X X X 3
15 X X X 3
16 X X 2
17 X X 2
19 X X X 3
23 X 1
24 X X X 3
26 X X X 3
27 X X X 3
 Summative Whole Class Student Response Chart
End-Unit SUMMATIVE Learning Objective(s):

 Students will explain in written language how energy causes motion by providing three examples of this science phenomena occurring in the real
world and backups their rationale with evidence from two or more sources.
 Possible list of sources to gather evidence from: Roller Car data, Newsela article on various forms of energy efficient cars, Mystery Doug videos,
Mystery Doug End of Assessment Articles and Video Note Sheets.

Description of the assessment task:

Explain in a paragraph (4-6 sentences) how energy causes motion. You must include three examples of how energy and motion work together in the real world or
by what we have learned in class. You must also include evidence from two or more sources to prove your thinking.
*Here is a possible list of sources to gather your evidence from: Roller Car data, Newsela article on various forms of energy efficient cars, Mystery Doug videos,
Mystery Doug End of Assessment Articles and Video Note Sheets.

Note: We were exploring submitting assignments on google drive. So my students responses are on a google doc instead of being hand written.

Student Initials or Number Used 1 Example Used 2 Examples Used 3 Examples Used 2 or more sources total # of goal features

1 X X X X 4
2 X X X 3
3 X X X 3
4 X 1
6 X X X 3
7 X X X X 4
8 X X X 3
9 X X X 3
10 X X X 3
11 X X X X 4
12 X X X X 4
13 X X X X 4
14 X X 2
15 X X 2
16 X X X 3
17 X X X X 4
19 X X X 3
23 X X X X 4
24 X X X 3
26 X X X 3
27 X X X X 4
 Individual Student Response Chart – Exceeding the Standard

Student: 13 Screenshot of submitted work on google drive:

Learning Objective(s):
- Students will explain in written language how
energy causes motion by providing three examples
of this science phenomena occurring in the real
world and backups their rationale with evidence
from two or more sources.
- Possible list of sources to gather evidence from:
Roller Car data, Newsela article on various forms
of energy efficient cars, Mystery Doug videos,
Mystery Doug End of Assessment Articles and
Video Note Sheets.

Assessment Task Description and Rationale:

Explain in a paragraph (4-6 sentences) how energy causes
motion. You must include three examples of how energy
and motion work together in the real world or by what we
have learned in class. You must also include evidence
from two or more sources to prove your thinking.
*Here is a possible list of sources to gather your evidence
from: Roller Car data, Newsela article on various forms of
energy efficient cars, Mystery Doug videos, Mystery Doug
End of Assessment Articles and Video Note Sheets.

This assessment requires students to use the knowledge

from the unit to then further explain how energy and
motion works in the real world. Students must use their
background knowledge and new ideas about science
phenomena to come up with three examples of when
energy causes motion. This will allow me to assess
whether the student has mastered the concepts of energy
and motion and can apply them to concepts outside of
what we discussed in the class.
Exemplary Assessment Response Features:
1. Students use the roller car model as evidence and
explain how motion depends on the amount of
 energy expended.
2. Students use mystery science Doug’s example
from their note sheet to explain that roller
coaster and bike riding require more energy
going up but require no energy to go down.
Although, without repeatedly providing the
energy over and over the motion will
eventually stop.
3. Students use the example from the newsela article
to explain that many different forms of energy can
be used such as battery, push and pull,
supplementary forms such as gas made of corn, or
even manual energy from humans to push a car,
and these energies provide a different type of
amount of motion.
Evidence from work sample of weaknesses in Evidence from work sample of strengths in student understanding:
student understanding: This student not only uses examples that we learned about in class, such as the roller coasters
The student understands that energy is stored and then on a hill but he transfers those ideas to other ways that we get from place to place. He
can be used but seems to believe that energy and explains that if you wanted to get on an airplane and travel you can because it uses and stores
motion only occur when we (humans) want energy energy to move from one place to another.
and motion to occur. For example, he explains many
ways we can travel and how we cause the energy to
chain react cause the motion. But in every case,
energy doesn’t have to be trigged by the use of us.
Lingering Questions:
I would be interested in learning more about the student’s perception on how energy is stored. Where is it stored? How does it get there to be stored?
Who stores energy?
 Individual Student Response Chart – Meeting the Standard

Student: 17 Screenshot of submitted work on google drive:

Learning Objective(s):
- Students will explain in written language how energy
causes motion by providing three examples of this science
phenomena occurring in the real world and backups their
rationale with evidence from two or more sources.
- Possible list of sources to gather evidence from: Roller
Car data, Newsela article on various forms of energy
efficient cars, Mystery Doug videos, Mystery Doug End
of Assessment Articles and Video Note Sheets.

Assessment Task Description and Rationale:

Explain in a paragraph (4-6 sentences) how energy causes motion.
You must include three examples of how energy and motion work
together in the real world or by what we have learned in class. You
must also include evidence from two or more sources to prove
your thinking.
*Here is a possible list of sources to gather your evidence from:
Roller Car data, Newsela article on various forms of energy
efficient cars, Mystery Doug videos, Mystery Doug End of
Assessment Articles and Video Note Sheets.

This assessment requires students to use the knowledge from the

unit to then further explain how energy and motion works in the
real world. Students must use their background knowledge and
new ideas about science phenomena to come up with three
examples of when energy causes motion. This will allow me to
assess whether the student has mastered the concepts of energy
and motion and can apply them to concepts outside of what we
discussed in the class.
Exemplary Assessment Response Features:
4. Students use the roller car model as evidence and explain
how motion depends on the amount of energy expended.
5. Students use mystery science Doug’s example from their
note sheet to explain that roller coaster and bike
riding require more energy going up but require no
 energy to go down. Although, without repeatedly
providing the energy over and over the motion will
eventually stop.
Students use the example from the newsela article to explain that
many different forms of energy can be used such as battery, push
and pull, supplementary forms such as gas made of corn, or even
manual energy from humans to push a car, and these energies
provide a different type of amount of motion.
Evidence from work sample of weaknesses in student Evidence from work sample of strengths in student understanding:
understanding: This student uses three examples of how energy and motion work that we discussed
The students understanding of how energy relates to topics in class through mystery science or our own developed assessment. He references two
outside of what we learned in class is unclear if it is based on different resources to explain his evidence for the first two examples…
the same principles. For example, in the last example with
- “when you let go it used up the energy to move fast or slow like in our roller car
the hill the student describes energy and motion, but not how races”
they work together. - “then it goes forward like the videos on mystery doug”

Lingering Questions:
In the last example the student doesn’t use evidence or explain how energy and motion are working together. It makes me wonder if the student
understands the connection between the two events and how they are using energy and motion. It also makes me wonder if the student could answer
this question about three events that they didn’t learn about through mystery science or if those concepts are strictly memorized to those activities.
 Individual Student Response Chart – Approaching the Standard

Student: 6 Screenshot of submitted work on google drive:

Learning Objective(s):
- Students will explain in written language how energy
causes motion by providing three examples of this
science phenomena occurring in the real world and
backups their rationale with evidence from two or
more sources.
- Possible list of sources to gather evidence from: Roller
Car data, Newsela article on various forms of energy
efficient cars, Mystery Doug videos, Mystery Doug
End of Assessment Articles and Video Note Sheets.

Assessment Task Description and Rationale:

Explain in a paragraph (4-6 sentences) how energy causes
motion. You must include three examples of how energy and
motion work together in the real world or by what we have
learned in class. You must also include evidence from two or
more sources to prove your thinking.
*Here is a possible list of sources to gather your evidence from:
Roller Car data, Newsela article on various forms of energy
efficient cars, Mystery Doug videos, Mystery Doug End of
Assessment Articles and Video Note Sheets.

This assessment requires students to use the knowledge from

the unit to then further explain how energy and motion works
in the real world. Students must use their background
knowledge and new ideas about science phenomena to come up
with three examples of when energy causes motion. This will
allow me to assess whether the student has mastered the
concepts of energy and motion and can apply them to concepts
outside of what we discussed in the class.
Exemplary Assessment Response Features:
6. Students use the roller car model as evidence and
explain how motion depends on the amount of energy
expended.
7. Students use mystery science Doug’s example from
 their note sheet to explain that roller coaster and
bike riding require more energy going up but
require no energy to go down. Although, without
repeatedly providing the energy over and over the
motion will eventually stop.
Students use the example from the newsela article to explain
that many different forms of energy can be used such as
battery, push and pull, supplementary forms such as gas made
of corn, or even manual energy from humans to push a car, and
these energies provide a different type of amount of motion.
Evidence from work sample of weaknesses in student Evidence from work sample of strengths in student understanding:
understanding: The student understands that the activities in class describe and explain how energy and
The student has a very basic level of how energy and motion work together. She knows that energy is a source for movement and that causes
motion work together but lacks details about how energy the motion to “Go”.
is used to provide motion. She also gives little details and
evidence about how she knows this science phenomena
works.
Lingering Questions:
I want to know more about the abstract details my students knows about energy and motion. I could pull some of those details our or find that she
doesn’t know by asking the following questions: Where does energy start? How does it make it go? What does that look like?
Patterns in Student Learning and Responses:
 Students understand that they activities we did in the science unit relate to energy and motion, which is apparent
in all the above student work. They could use the examples from our hands-on experiments to explain the big
ideas. But most students described energy and motion as energy only being present when movement is happening.
Students also chose not to relate the big idea to other examples in real life, which makes it hard to assess whether
students really understood the big ideas or if they just understood how all the small hands-on activities related to
one another.

 I think the reason most students saw energy and motion as only when energy is currently causing motion because
the experiments all dealt with how energy causes motion. Reflecting on this unit, the resources I used and how I
presented to materials I think in the future I need to first teach was energy is, then what motion is, before
exploring how energy causes motion.

Effectiveness of Assessment Strategies:

 My summative assessment on the computer was really great in terms of allowing my students spell check and
honestly, they can type using electronics much quicker than they can write with paper and pencil so it gave them a
longer work period time. The downfall to the assessment on the computer was that students could not add details
such as pictures to their paragraph to explain their thinking. Some students struggle to find words to explain
science phenomena but can draw very detailed diagrams to explain their thinking. In the future I would allow my
students the choice of which way they felt most comfortable completing this assessment or find just doing it on
paper and allotting my students more time.

Lessons Learned:
 This experience has taught me that I must first think critically about how students relate the information in my
class to their own lives as well as how they relate topics in my class together. I have to create bridges to connect
outside learning and inside learning together but I also must connect inside learning as well. This science unit
overall has taught me that connections back to big ideas about how things works are much more powerful than
small mini-lesson on an event happening in nature. Is it important to do hands-on activities that explain big ideas?
YES! But it’s also important to establish how those big ideas work and how they connect to many different events
in nature, not just one.
Rubric:

Points
Descriptor Points Earned & Feedback
Possible

Formative Response Chart is complete

with criteria clearly indicated for
2
achievement and partial achievement of
learning objectives

Summative Response Chart is complete

with criteria clearly indicated for
2
achievement and partial achievement of
learning objectives

Individual Students' Response Charts are

completed for three students with
2 each,
thoughtful interpretations based on
identified criteria for achievement and
6 total
partial achievement

Intern identified patterns about student

learning supported by evidence across the 2
whole class and individual student cases

Intern explained these patterns in terms of

their science teaching by reflecting on
2
what went well and what they might do
differently next time

Intern identified strengths and limitations

of assessment tasks as well as suggested
2
changes which are supported by evidence
and related to identified patterns

Intern reflected thoughtfully on what they

learned from their science planning and
2
teaching, drawing on course themes in
their response

Intern’s writing is clear with no more than

2
10 grammar or spelling errors

Total Score 20