An elementary class was involved in a year-long, interdisciplinary study
of their state. On a field trip to a conservation center, they learned about
wind and water erosion. When they returned, they wanted to learn more about
erosion and which combinations of soil and grass were most effective in
preventing erosion.
| This sample of student work was produced under the following
conditions: |
| alone |
in a group |
| in class |
as homework |
| with teacher feedback |
with peer feedback |
| timed |
opportunity for revision |
The first page explains that this group of students examined Tall
Fescue grass. Other groups in their class studied Perennial Rye, Crested
Wheat, and Irrigated Pasture Mix (a mixture of these three and two other
types). The second, third, and fourth pages explain the question, hypothesis,
and procedures. The fifth page shows the plan for studying soils; the sixth,
seventh, and eighth pages show the observations from the three soil types.
The results of the soils’ analysis (without grass) are summarized
on page 9. The next three pages (10-12) show the results of the same procedure
for the same soils planted with Tall Fescue. The final page (13) summarizes
the work.
 a
Earth and Space Sciences Concepts: The
student produces evidence that demonstrates understanding of properties
of Earth materials, such as…the properties of rocks and soils
such as texture, color, and ability to retain water.
 
There is ample evidence that the students have an understanding of
erosion.
 a
Scientific Connections and Applications: The
student produces evidence that demonstrates understanding of big ideas
and unifying concepts such as…cause and effect.
These pieces and the ending also show a good understanding of cause
and effect.
 a
Scientific Thinking:
The student asks questions about natural phenomena; objects and organisms;
and events and discoveries. |
 |
The entire investigation came from students’ questions about
natural phenomena. The question and hypothesis are clearly stated.
e
Scientific Thinking: The
student identifies problems; proposes and implements solutions; and
evaluates the accuracy, design, and outcomes of investigations.
The conclusion shows that students were focused on the best combination
of grasses and soils to prevent erosion.
 a
Scientific Tools and Technologies: The
student uses technology and tools….
 
 
 
The stream table was used effectively to gather data.
Attention to accuracy is evident throughout; these are but two examples.
|
 |
 a
Scientific Communication: The
student represents data and results in multiple ways, such as… diagrams…
and… writing.
The diagrams and accompanying
explanations clearly describe the results of the investigations.
 |
b
Scientific Communication: The
student uses facts to support conclusions.
Throughout the work, but particularly in the conclusion, the generalizations
follow directly from the data.
c
Scientific Communication: The
student communicates in a form suited to the purpose and the audience,
such as writing instructions that others can follow.
 The procedures
are well explained.
The attention to detail, and the recording and use of qualitative
and quantitative data, support the judgment of this work as standard
setting. Evidence of conceptual and applied understanding of Earth
science is shown throughout. |
 |
|
