After extensive study on river formation, students conducted a stream-table
activity generated from the GEMS guide River Cutters, revised edition.
Each student team was asked to design a stream-table experiment that would
model the production of various land features shaped by running water.
| 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 |
 b
Earth Sciences Concepts: The student
produces evidence that demonstrates understanding of Earth’s
history, such as earth processes including erosion and…change
over time….
The “Observations” section clearly demonstrates that the
student understands that running water causes landforms such as V-shaped
valleys and oxbow lakes.
 
The three diagrams and their accompanying notes demonstrate that the
student understands the progressive nature of landform-building. In
D, the student notes, “This water session was a big success
because the running time was longer. This happened because the longer
water runs the greater the effect it can have on the earth.”
 The student directly
relates the formation of certain landforms to longer periods of time.
 a
Scientific Connections and Applications: The
student produces evidence that demonstrates understanding of big ideas
and unifying concepts, such as…cause and effect.
The entire “Observations”
section presents implicit cause and effect relationships. At  ,
for example, the student relates the disappearance of the delta to
the longer duration of water flow.
In the notes accompanying diagram  ,
the statement “...the longer water runs, the greater the effect
it can have on the earth...” is evidence that the student understands
cause and effect.
 b
Scientific Thinking: The
student uses concepts from Science Standards 1 to 4 to explain a variety
of observations and phenomena.
Throughout the conclusion, the student applies Science Standard b
in concluding that water flowing over land causes the formation of
geographical features.
f
Scientific Thinking: The
student works individually and in teams to collect and share information
and ideas.
The photographs show that the student worked as part of a team. The
entire lab report, however, is an individual effort.
 a
Scientific Tools and Technologies: The
student uses technology and tools (such as traditional laboratory
equipment…) to observe and measure objects, organisms, and phenomena,
directly, indirectly, and remotely.
The student used various tools to conduct the investigation.
d
Scientific Tools and Technologies: The
student acquires information from multiple sources, such as print…and
experimentation.
The observations are first-hand information the student acquired from
experimentation.
The bibliography demonstrates that the student acquired information
from print sources.
 a
Scientific Communication: The student
represents data and results in multiple ways, such as numbers, tables,
and graphs; drawings, diagrams, and artwork; and technical and creative
writing.
The student represents data in diagrams accompanied by narrative writing.
The conclusion
presents data in narrative form.
The student also represents data in table form.
 a
Scientific Investigation: The student
demonstrates scientific competence by completing [a] controlled experiment.
 The student’s
procedure indicates that all conditions remained the same except one
variable: duration of time. |
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