Demetria Largie

EDF 4430
Dr. Cain

List Each Remembering Understanding Applying Total Percent

Learning Goal and
Percent of
Assessment It
Covers
 SWBAT 6, 12 7, 9, 4 ~26.66%
describe
how stars
can have
different
characteristi
cs.

SWBAT 10, 11, 13, 15 4 ~26.66%

define the
Sun as a
star that
produces
energy.
SWBAT 8, 1 2 ~13.33%
identify
why the
Sun
appears
large and
bright.

SWBAT 14 5 2, 3, 4, 5 ~33.33%
create a
solar oven
that uses
the Sun’s
heat.

Total: 8 4 3 15 --
Percent: ~53.33% ~26.66% ~20% -- 100%
 Demetria Largie
EDF 4430
Dr. Cain

“Task 3”

Assessment
You will have 30 minutes in which to complete this test. The test is worth 15 points. Please
make sure to read each set of directions before each set of questions.

Multiple Choice. Read the question and circle one correct answer a, b, or c.
1. Why does the Sun appear larger and brighter than other stars?
a.) The Sun is the biggest star.
b.) The Sun is hotter than other stars.
c.) The Sun is closer to Earth than other stars.
a.) Standard Assessed: SC.3.E.5.3 Recognize that the Sun appears large and bright
because it is the closest star to Earth. This question aligns with the standard because the student
needs to understand what makes the Sun appear larger and brighter.
b.) Taxonomic Level of the Question: Understanding factual knowledge. The student will
need to understand why the Sun appears differently from other stars. The student will have to
understand the proximity of the Sun makes it appear different from other stars.

2. What would happen if the Sun was further away from the Earth?
a.) The oceans would dry up.
b.) The temperature would be too cold.
c.) The Earth would stay the same, nothing would change.
a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question aligns with the standard
because the student needs to understand the importance of the Sun’s placement in relation to the
Earth.
b.) Taxonomic Level of the Question: Understanding factual knowledge. The students
will need to understand that the Sun creates heat. The student needs to understand that if the Sun
is further away from the Earth we would lose that heat.
 Demetria Largie
EDF 4430
Dr. Cain

3. What would happen if the Sun was closer to the Earth?

a.) The oceans would dry up.
b.) The temperature would be too cold.
c.) The Earth would stay the same, nothing would change.
a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question aligns with the standard
because the student needs to understand what happens with the temperature if the Sun was closer
to Earth.
b.) Taxonomic Level of the Question: Applying Factual Knowledge. The student needs to
understand the importance of the Sun’s location and its relationship with the Earth. Once the
student understands that, they will be able to apply the knowledge and determine what would
happen in the event of the Sun moving further away from the Earth.

Read the information below to answer question #5- #6.

John cracked an egg on the sidewalk. When John returned to the sidewalk, the egg was cooked.

4. What type of energy cooked the egg?

a.) Potential energy.
b.) Radiant energy.
c.) Thermal energy.
a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question best aligns with the
standard because students will need to know the definition and make a connection to apply their
knowledge to this scenario.
b.) Taxonomic Level of the Question: Applying Factual Knowledge. The student will
need to understand what type of energy is used in the described scenario. The student will need
to make a connection with an egg cooking outside and the Sun providing the heat- which results
in radiant energy.

5. What caused the egg to cook?

a.) The Sun
b.) The light
 Demetria Largie
EDF 4430
Dr. Cain
c.) The gravity
a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question best aligns with the
standard because students will need to know the definition and make a connection to apply their
knowledge of radiant energy to this scenario.
b.) Taxonomic Level of the Question: Applying Factual Knowledge. The student will
need to understand what type of energy is used in the described scenario. Then the student will
need to make a connection with an egg cooking outside and the Sun providing the heat- which
results in radiant energy. The student needs to know that radiant energy comes from the Sun.

True or False. Read each question. Choose answer choice a if it is true or answer choice b if it is
a false statement.

6. Stars look like points of light because they are so far away from Earth.
a. True
b. False
a.) Standard Assessed: SC.3.E.5.1 Explain that stars can be different; some are smaller,
some are larger, and some appear brighter than others; all except the Sun are so far away that
they look like points of light. This aligns with the standard because the students must decide or
understand if the given explanation is indeed why stars look like points of lights.
b.) Taxonomic Level of the Question: Remembering factual knowledge. The student will
need to understand that stars look like points of lights. The students will need to remember why
the stars look like points of lights based on the learned factual knowledge.

7. All stars have the same brightness.

a. True
b. False
a.) Standard Assessed: SC.3.E.5.1 Explain that stars can be different; some are smaller,
some are larger, and some appear brighter than others; all except the Sun are so far away that
they look like points of light. This aligns with the standard because the students must understand
that stars have different characteristics.
b.) Taxonomic Level of the Question: Understanding Factual Knowledge. Students will
need to understand that stars vary in characteristics from other stars. Students will need to
understand that stars can have different brightness, they all do not have the same brightness.
 Demetria Largie
EDF 4430
Dr. Cain

8. The North Star is the closest star to Earth.

a. True
b. False
a.) Standard Assessed: SC.3.E.5.1 Explain that stars can be different; some are smaller,
some are larger, and some appear brighter than others; all except the Sun are so far away that
they look like points of light. Standard Assessed: SC.3.E.5.3 Recognize that the Sun appears
large and bright because it is the closest star to Earth. This aligns with both standards because the
student must understand the Sun is a star and that it is the closest star to Earth.
b.) Taxonomic Level of the Question: Remembering factual knowledge. Students will
need to remember that the Sun is a star and the Sun is the closest star to Earth.

9. A magnifying glass is an instrument that is used to get a closer look at stars.

a. True
b. False
a.) Standard Assessed: SC.3.E.5.1 Explain that stars can be different; some are smaller,
some are larger, and some appear brighter than others; all except the Sun are so far away that
they look like points of light. This question aligns with the standard because the students will
need to understand that the stars are too far away to use binoculars or a magnifying glass to get a
closer look of a star.
b.) Taxonomic Level of the Question: Understanding Conceptual Knowledge. The
student will need to understand the concept that telescopes are used to view things in outer space.
They will also have to understand that the other instruments will not help them to see stars that
are so far away- too far for them to work.

10. The Earth would not have life without the Sun’s energy.
a. True
b. False
a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question aligns with the standard
because the students will have to understand the severity of Sun’s absence, which means the
Sun’s light and heat energy would also be absent.
b.) Taxonomic Level of the question: Understanding Conceptual Knowledge. The student
will need to understand the importance of the Sun’s energy it omits to the Earth. They must
understand if the heat source is taken away the Earth will not be a livable planet.
 Demetria Largie
EDF 4430
Dr. Cain

Fill in the blank. Use the word bank to determine the correct word to fill in the blank. Write
your answer choice in the blank.
Word Bank
Color Sun
Heat Solar
Star

11. The sun is a .

12. Stars can have different sizes and .
13. Two kinds of radiant energy are light and .
14. The word Sun best relates to the word .
15. Heat will be lost if the is not present.

11. a.) Standard Assessed: SC.3.E.5.2 Identify the Sun as a star that emits energy; some of it in
the form of light. This question aligns with the standard because it will assess if they remember
the information. Students need to remember to categorize the Sun as a star.
b.) Taxonomic Level of the Question: Remembering factual knowledge. Students will
need to remember that the Sun is a star. They will need to remember this to complete the fill in
the blank.

12. a.) Standard Assessed: SC.3.E.5.1 Explain that stars can be different; some are smaller, some
are larger, and some appear brighter than others; all except the Sun are so far away that they look
like points of light. This aligns with the standard because the students must understand that stars
have different characteristics.
b.) Taxonomic Level of the Question: Remembering Factual Knowledge. Students will
need to understand that stars vary in characteristics from other stars. Students will need to
understand that stars can have different brightness, they all do not have the same brightness.

13. a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question best aligns with the
 Demetria Largie
EDF 4430
Dr. Cain
standard because students will need to know the definition and make a connection to apply their
knowledge to this scenario.
b.) Taxonomic Level of the Question: Remembering Factual Knowledge. The student
will need to understand what radiant energy creates. They will need to know that it creates not
only heat, but light as well.

14. a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question best aligns with the
standard because students will need to know the definition and make a connection to apply their
knowledge to understand that radiant energy consists of the Sun and the solar power it creates.
b.) Taxonomic Level of the Question: Remembering Factual Knowledge. The student
will need to understand that radiant energy is a product of solar power. The students will have to
recognize that the Sun causes the solar power.

15. a.) Standard Assessed: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be lost. This question aligns with the standard
because the student needs to understand the importance of the Sun’s placement in relation to the
Earth.
b.) Taxonomic Level of the Question: Understanding factual knowledge. The students
will need to understand that the Sun creates heat. The student needs to understand that if the Sun
is further away from the Earth we would lose that heat.

Answer Guide
1) C. The Sun is closer to Earth than other stars.

2) B. The temperature would be too cold.

3) A. The oceans would dry up.

4) B. Radiant energy.

5) A. The Sun.

6) A. True

7) B. False
 Demetria Largie
EDF 4430
Dr. Cain
8) B. False

9) B. False

10) A. True

11) star

12) color

13) heat

14) solar

15) sun