Alaska Science Performance Standard L1/A1

Alaska Science
Key Element A1

A student who meets the content standard should understand models describing the nature of molecules, atoms, and sub-atomic particles and the relation of the models to the structure and behavior of matter (Structure of Matter).

Performance Standard Level 1, Ages 5–7

Students use models to represent structures and identify different scale relationships.

Sample Assessment Ideas

Students use blocks to build models of fruits, vegetables, animals, and so on, to illustrate that objects may be made of small parts that do not resemble the final object.
Students examine feathers, fur, and fish scales by eye, with a magnifying glass, and with a microscope; report observations in terms of similarities and differences; report how these things may be useful to the animal.

Expanded Sample Assessment Idea

Expanded Sample Assessment Idea

Students observe various kinds of fabric with a hand lens; describe what they have seen to an adult; create a model that shows their observations of the structure of the fabric.

Procedure Students will: Select a fabric (cotton, linen, wool, nylon mesh, burlap, etc.); observe the fabric with the naked eye; draw a picture of the fabric; describe the fabric to an adult. Observe the fabric with a hand lens; draw a picture of the fabric; describe the fabric to an adult. Observe the fabric with a microscope; draw a picture of the fabric; describe the fabric to an adult. Design and build a model that represents the fabric observations. (Useful craft materials might include paper, additional fabric samples, styrofoam, weaving materials, pipe cleaners, yarns, threads, ropes or strings of various diameter.) Reflection and Revision Describe how the model represents the observations. Describe similarities and differences in the various fabrics observed by classmates. What fabric would be good for soaking up water? For making a piece of fancy clothing? For carrying fish back to your house? What did you see in the magnified fabric that helped you decide?	Levels of Performance
	Stage 4	Student work is complete, correct, and shows evidence of logical reasoning. The completed model is detailed and accurately represents several observations of the magnified fabric sample. Student explanations of the model and how the fabric can be used show multiple examples of transfer and extension of knowledge. They include several examples of similarities and differences in the fabrics examined by the class as well as detailed descriptions that relate the magnified view of fabric to its possible uses.
	Stage 3	Student work shows evidence of logical reasoning but may contain minor errors or omissions. The completed model is detailed and represents observations of the magnified fabric sample. Student explanations of the model and how the fabric can be used show examples of transfer and extension of knowledge. They include at least one similarity and one difference in the fabrics examined by the class as well as a description of how the structure of a fabric relates to how it might be used.
	Stage 2	Student work shows limited evidence of knowledge transfer or extension and may contain errors of science fact and reasoning. The completed model may contain evidence of skilled craftsmanship but may be incomplete, incorrect or lack detail
	Stage 1	The completed models and explanation are largely incomplete or incorrect and show little or no evidence of knowledge relating models and scaled structures to objects and their uses.

Standards Cross-References
( Alaska Department of Education & Early Development Standards)

National Science Education Standards

Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools such as rulers, balances, and thermometers. (Page 127)

Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials. (Page 127)

Benchmarks

Objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, etc.) (Page 76)

Some kinds of materials are better than others for making any particular thing. Materials that are better in some ways (such as stronger or cheaper) may be worse in other ways (heavier or harder to cut). (Page 188)

Many of the toys children play with are like real things only in some ways. They are not the same size, are missing many details, or are not able to do all of the same things. (Page 268)

A model of something is different from the real thing but can be used to learn something about the real thing. (Page 268)

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