Level 1

Alaska Science
Key Element A8a

A student who meets the content standard should understand the scientific principles and models that describe the nature of physical, chemical, and nuclear reactions (Energy Transformations).
 

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Performance Standard Level 1, Ages 5–7

Students observe and describe changes in matter and identify some changes that are easily reversible, and some that are not.

Sample Assessment Ideas

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Sample Assessment Ideas

  • Students describe how salt changes when they dissolve some in water then grow crystals back from solution.

  • Students fold paper, cut holes in paper, and burn paper (Proper SAFETY precautions should be used); describe each change as reversible or non-reversible.

Expanded Sample Assessment Idea

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Expanded Sample Assessment Idea

  • Students melt ice cubes into water; freeze the water and re-melt the ice; boil the water and make condensate.

Procedure

Students will:

  1. Observe and describe ice cubes in a journal or during an oral discussion.

  2. Melt ice cubes; observe and describe the resulting water in a journal.

  3. Freeze the water; observe and describe the “new” ice cubes with a partner.

  4. (Teacher does this) Boil the water; observe the steam and discuss it with the class. Is steam the same as fog or clouds? (NOTE: Yes, steam is seen when water vapor cools and condenses into tiny droplets.)

Reflection and Revision

Draw a picture of how the water changed. Draw a picture that shows some other ways to change the form of the water. Draw a picture that shows how we could get the steam to return water to the beaker. Is the substance always water, even when it is solid ice or solid snow or water in a glass or water in a stream or water in a cloud or rain? Draw a picture that shows how water changes in the water cycle.

  

Levels of Performance

Stage 4
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Student drawings show detailed evidence of knowledge about reversible changes that happen to water. Drawing #1 of the demonstration shows what happened during each step of the ice to water demonstration. Drawing #2 shows another way to change the form of water other than the process used in the classroom demonstration. Drawing #3 shows the three steps in the water cycle. Student explanation is correct, complete and shows evidence of logical reasoning.
Stage 3
stage fish
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 Student drawings show evidence of knowledge about reversible changes that happen to water. Drawing #1 of the demonstration shows what happened during the steps of the ice to water demonstration. Drawing #2 may show another way to change the form of water other than the process used in the classroom demonstration. Drawing #3 shows two steps in the water cycle. Student explanation shows evidence of logical reasoning but may contain minor errors or omissions.
Stage 2
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 Student drawings show limited evidence of knowledge about changes that happen to water. Drawings may contain evidence of skilled artwork but may be incomplete, incorrect or lack detail.
Stage 1
stage fish
 Student drawings show little or evidence of knowledge about changes that happen to water. Drawings may be largely incomplete or incorrect and show little evidence of understanding.
Standards Cross-Reference red rule

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

National Science Education Standards

Materials can exist in different states—solid, liquid, and gas. Some common materials such as water can be changed from one state to another by heating or cooling. (Page 127)

 

Benchmarks

Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them. (Page 76)

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