Samantha Boyd

Student Work Sample Analysis: Based on the assessment you created, what can you
conclude about your impact on student learning? Did they learn? Who learned? What did
they learn? What evidence can you offer that your conclusions are valid?
*Copies of the students work are attached through PDF files.
Gets it
Student A

Student B

a.
Understands

On her Give Me Five response paper,

she said, Gas takes up space. This
is a hard concept to grasp, so Im so
glad that came across so well in the
lesson for her. While pouring the
vinegar she noticed that the bubbles
were from the gas/air that was stuck
in the bottom of the tube we were
pouring it into.

I learned that gases take up space. I

remembered that there are 3 states of
matter. He understands the basics of
matter based on this response,
responses in his note-taking form,
and from what I saw during the lab.

b. Confused
about

Ice dissolving partially my fault

because the language I used was not
very clear, so I dont fault her for
that.

Im not sure that he is confused about

this, but I would like to ask him more
about what he means when he wrote,
Liquids dont have a shape. I was
impressed with his thinking, but want
to make sure he really understands
this and its not just something he
wrote down.

c. Questions to
ask to clarify
what I know

Why did the gas bubbles come up

when we poured the vinegar? Why
didnt you see any when we poured
the applesauce? Would you see it if
you put a solid in a cup?

What do you mean by liquids dont

have a shape?
Does a liquid ever take a shape?
When?
Will it take the shape of anything it is
poured into?

d. Ideas to work
on next

While she did come up with some

examples of gases during that part of
the lab, I would like to see if she
could identify solids, liquids, and
especially gases just in the world
around her beyond saying air.

He is ready to move on to some

comparison work or to do some
investigations of his own about
matter. Creating an inquiry project
based on something he is curious
about would be a great extension for
his learning.

Has some good ideas, but

a.
Understands

Student C

Student D

Liquids take the shape of the

container they are in.

Liquids take the shape of the object

of the container it is in. He stated this
in his note-taking form and I

observed his understanding of it at

the liquids table.
b. Confused
about

He wrote that if the liquid goes into a

container that it will take that shape
and then you know that is a liquid.
While that is true, gases also take the
shape of what they are put into.
While his thinking is there and I see
what he is saying, I wouldnt want
him confused later on about gases.

Oobleck is a solid and a liquid

because if you touch it lightly it
melts. The oobleck does not melt,
so there is some confusion there.

c. Questions to
ask to clarify
what I know

What about gases?

Did the air in the balloon take the
shape of the balloon?
Also, looking at his oobleck
experiment note-taking form, I would
like to ask him to explain more
because he has the knowledge to use
more detail and explinations.

How can it be two stages of matter?

Is that possible?
What is melting?
Does what you say match up with the
definition of melting?

d. Ideas to work
on next

Working on understanding gases and

comparing them to liquids would be a
good next step for this student.

It would be good to talk to this

student about melting versus
changing shape and form otherwise.
Addressing his confusion will prevent
him from keeping that misconception
forever.

Does not get it

Student E

Student F

a.
Understands

Solids keep the same properties when

size is reduced.

Gas takes up space. I am surprised

that he wrote this, but believe it was
probably someone else in his group
that made this comment. He has so
many misconceptions about gases
that I am not sure if it was his
understanding or someone elses that
he just wrote down.

b. Confused
about

He stated, I learned a solid takes the

shape of what it is in. He is clearly
confused about solids or about what
stages of matter take the shape of the
object they are placed in.

Oobleck is a solid and a liquid. I

may not have explained that
phenomena well enough, so that
could be the reason for his confusion.

Since we did not talk about whether

or not solids take the shape of what

Why do you think you cant touch

gases?

c. Questions to
ask to clarify

In working on the gases portion of

the note-taking form, he wrote, You
cant touch it and It can float.

what I know

d. Ideas to work
on next

they are put into, this could have been

a misconception from his past or
maybe he got solids, liquids, and
gases confused. I would be interested
to ask him about his thoughts behind
that answer, and have him explain his
reasoning.
Work with solids, liquids, and gases
to see if they all take the shape of
what they are put into or if they do
not. Allowing him to see all three
side by side may be helpful for him.
Also working on making sure he fills
out all parts of his note-taking form
with words or pictures will help him.

What about air, can you touch air?

What do you mean by, It can float?
Does it float on water?

The abstract idea of gases and that

they may not always be able to be
seen or felt, but that they are still
there. An extension activity on gases
would be helpful for this student.
Maybe more one-on-one instruction
so he really pays attention to the
teacher more.