4th Grade Science and Language Arts

1. Assessment Photo Album
Phases of the Moon
4th Grade Science & Writing
Learning Goals
Diagnostic assessment
Formative assessment
Performance Assessment
Rubric for Performance Assessment
Paper-and-pencil assessments

2. LEARNING GOALS
Florida Sunshine State Standard
4.E.5.2—Describe the changes in the moon over about a month.
The learning goal is to describe the changes in the
moon for about a month . This works with
learning about the eight phases of the moon.
Students will learn about the eight phases of the
moon first before describing the moon for about
a month. Students will watch a video on the
eight phases of the moon. Students will work in
groups to understand when each phase happens.
Students will be allowed to use the information
gained from their groups to describe the phases
of the moon during their night observations.

3. Diagnostic assessments
Science Night & Classroom Performance System
• Science Night was created for data that can be sent to the National Aeronautics
and Space Administration (NASA) and the National Oceanic and Atmospheric
(NOAA) for research on certain unit plan. There are twelve scheduled Science
Nights throughout the school year. There is a Science Night before the unit begins
and a Science Night when the unit ends. Family and students get a chance to
review with their feedback on what is being taught for the upcoming unit. Parents
are required or asked to turn in a questionnaire before leaving. The questionnaire
has twenty questions on it for the purpose of finding out what the family knows or
thinks about the upcoming unit. There are ten questions about each subject that is
being taught in the unit plan.
• The classroom performance system (CPS) is more of a motivation tool that an
assessment. CPS is a response system which I obtain immediate feedback from
students. I use it to check for comprehension and understanding. CPS helps
increase student preparation, interactivity and active learning so they can receive
immediate feedback and knows what their understanding level is. CPS allows me
to administer quizzes and tests, and provide immediate feedback to the students
where it is needed during the unit.

4. Description of formative assessments
The G.R.A.S.P. for my assessment is that their goal is to help
NASA scientist in figuring out what is amiss with the Moon.
The role of the student is that they are scientist now and must
watch to see if there is any type of problems with the moon.
The most important audience for this assessment is the
scientist at NASA and any other geek that is there. Scientist
from NASA has asked that the students observe the moon for a
period of a month. The situation is to help the scientist figure
out what is really going on with the moon. Since Florida is
below sea level and lately the moon has been changing colors
the scientist want the students to see what is going on. Product
for this assessment is the journals that the students will be
creating to observe the moon, the observation goes along with
the process of what is better known as kid watching and the
purpose of this assessment is to inform NASA of what is going
on with the moon. All of this is an ongoing formative
assessment.

5. Outline of Performance Assessment
The fourth grade science group has been contacted by
scientist to check on the moon for about a month.
Students are asked to observe the moon to see if there is
anything amiss with the moon. Students will observe all
eight phases of the moon and document their work with
times and dates to support their observations. Students
will then transfer their written journal observation to
their science e-portfolios. After discussing this
observation with their assigned science groups’ students
will write a five paragraph essay on their observation as
per the science performance writing rubric.

6. Rubric for Performance Assessment
Phases of the EXCEEDS MEETS •DOES NOT
Moon •MEET
3 2 •1
FOCUSED ON TARGET The writing is focused on the The writing is generally •The writing may only
topic, has a logical focused on the topic, although minimally address the topic
organizational pattern it may contain some because there is little, if any,
(including a beginning, middle, extraneous or loosely related development of supporting
conclusion, and transitional information. The assignments ideas, and unrelated
devices), and has ample and/or notes are somewhat in information may be included.
development of the supporting a logical or numerical The assignments and/or notes
ideas. All assignment and/or sequence. are not in a logical or
notes are kept in a logical or numerical sequence.
numerical sequence.
Accurate description of the Description is somewhat •Inaccurate description of the
DESCRIPTION moon with excellent word accurate with some of the time moon and limited word
choice and meanings. Time and and dates missing from the choice. No time or date written
date are noted in the writing to writing to give a clear sense of down to note the observation
give a clear sense of taking the phases of the moon. of the moon.
place.
VOICE Writes with a Writer uses •Writer’s voice/
distinct, unique voice/point of •point of view
voice/point of view. Writes with •shows no sense of
view. Writing is the understanding •audience.
skillfully adapted of a specific
to the audience. audience.
CONTENT/IDEAS Writing is confident Writes related, •Writing is
and clearly quality •extremely limited
focused. It holds
the reader’s
paragraphs, with •in communicating
attention. little or no details. •knowledge, with
Relevant details •no central theme.
enrich writing.

7. Paper-and-pencil assessments
• Proposition
Each month our Moon passes through eight
phases. These phases are named after how much
of the moon we can see, and whether the
amount visible is increasing, or decreasing each
day.

8. Paper-and-pencil assessments
• True True/False Item:
• A true true/false item is the proposition itself
or part of the proposition.
– There are eight phases of the moon? TRUE

9. Paper-and-pencil assessments
• False True/False Item:
• A false true/false item is the proposition or
part of the proposition, in which part of the
proposition is false.
The eight phases of the moon are named after
what we can’t see? FALSE

10. Paper-and-pencil assessments
• Short Answer or Fill-in-the-Blank Item
• Fill in the blanks of the eight phases of the moon. Starting
with the first phase and ending with the last phase.
The first phase of the moon is __________. I am the
second phase of the moon and my name is waxing
crescent. The third phase of the moon and my name is
______________________________. The fourth phase of
the moon is what I am and that is
__________________________. I and my two friends
follow the fourth phase of the moon we are
__________and _______________________________.
Finally, we are at the last two phases of the moon, I go with
the word last __________________, but I’m not the final
phase which is ____________________________.

11. Paper-and-pencil assessments
• Multiple-Choice Item- D
The eight phases of the moon are:
A. New, crescent, second quarter, waxing gibbous, full,
waning gibbous, last quarter and waning crescent.
B. New, waxing crescent, first quarter, second quarter, full,
last quarter, and waning crescent.
C. Last quarter, waxing gibbous, full, first quarter, waning
gibbous, and new.
D. New, waxing crescent, first quarter, waxing gibbous, full,
waning gibbous, last quarter, and waning crescent.

12. Paper-and-pencil assessments
• Essay Item
• Describe the eight phases of the moon from
your own observations.