Lesson

One:

Pre-Assessment: KWL Observations for Graffiti Wall Experience

Student What student knows about What student wants/need to What student learned
name the properties, key terms know about the properties, about the properties, key
and behaviours of solids, key terms and behaviours of terms and behaviours of
liquid or gases solids, liquid or gases solids, liquid or gases

 Mystery bag Rubric

Students Name:
Students are Students are confidently Students are
Task accomplished above expected confidently able to able to accurately classify confidently able to
level accurately identify items that are either provide accurate
items that are solid, solid, liquid, gases or a reasoning regarding
liquid or gases and mixture and goes beyond their identification and
clearly goes beyond in showing their further classification of the
the expected level of insights regarding these items as solid, liquid,
knowledge regarding classifications gas and/or both and
the identification of goes beyond in
items providing these
explanations.

Students are able to Students are able to Students are able to
Task accomplished at expected level accurately identify accurately classify items provide accurate
items items that are as either solid, liquid, reasoning regarding
solid, liquid or gases gases or a mixture and their identification and
and adequately adequately achieves classification of the
achieves expected expected level of items as solid, liquid,
level of knowledge knowledge regarding the gas and/or both and
regarding the classification of these adequately achieves
identification of items items. expected level of
providing explanation
regarding the
identification and
classification of these
items.

Students are able to Students are able to Students are able to

Some progress of identify some of the classify some of the items provide some
task made items items that are as either solid, liquid, reasoning regarding
solid, liquid or gases gases and/or a mixture their identification and
and there is some and there is some classification of the
knowledge evident knowledge evident items as solid, liquid,
regarding the regarding the gas and/or both and
identification of items classification of these some explanation
items. regarding the
identification and
classification of these
items is evident

Definition/Summary Observations:

Student name Definition/Summary Use of key terms, properties Misconceptions evident
provided: and behaviour

Lesson Two:

Observation during whole class discussion:

Criteria: Above At Further

expected expected development
level: level: needed:

Is able to describe how water changes it state

Has an understanding of the causes of water

changing its state.

Able to classify a solid

Able to classify a liquid

Able to classify a gas

Can relate their knowledge of solids, liquids and

gases to everyday life situations

Can relate their knowledge of solids, liquids and

gases to environmental issues

Notes:

Student name:

Lesson 3

Rubric for experiment work sheet

Student Name:

Above Expected Level: At expected level: Below expected Level:

Students are able to Student is able to Student is able to Student was able to
complete the complete all aspects of complete all aspects complete some
scientific process the scientific process of the scientific aspects of the
worksheet. with sophisticated and process. scientific process.
scientific language.

Students are able to The student was able The student was able Once the experiment
complete the to complete the to draw conclusions was completed little
experiment and then experiment in full, and write up results in or no conclusions
draw conclusions after looking at the relation to the were made.
from their results. results they are able to experiment.
draw sophisticated
conclusions

Students are able to The student was able The student was The student was able
relate their to make multiple made to make to make like or no
experiment to strong connection relevant connections connection between
everyday life between the between the the experiment,
situations, including experiment, everyday experiment, everyday everyday life, and
environmental issues life, and environmental life, and environmental issues.
issues. environmental issues.

Further Comments:

Observation during whole class discussion:

Student Name:

Criteria: Above At Further

expected expected development
level: level: needed:
Understanding of characteristic of solids.
Understanding of characteristics of liquids.
Understanding of characteristics of gasses.
Knowledge of how the state of water can change as a
result of a change in temperature is apparent.
Can identify these changes in the world around them-
melting polar ice caps.
Notes the link between global warming and the melting
of the ice caps.
Can identify some ways in which we can combat the
effects of global warming and the resultant melting of
the ice caps.