Purpose: Teach students to
understand that the evaporation progress is very important that the earth
cycles changes from one form to another. Explanation will be expressed that
water can exist in three states-solid (ice), Liquid (water), and gas (water
vapor or steam). Evaporation is the name given to the process by which a
liquid, any liquid, changes to a gas. Explain to students that things don’t happen
because its major and water does not disappear it changes its form from liquid
to gas. The main purpose of the assessment plan is to have students use their
knowledge of evaporation in order to apply it to a real world situation where
they must explain how evaporation works and in which situations it would work
better or worse.
Learning Outcome: 1. Students can
explain the process of evaporation. Students must including the two states,
water and gas, in their explanation.
2. Students can explain the process of evaporation. Students
must including the two states, water and gas, in their explanation.
3. Students are able to create and label a water cycle of at
least 5 steps.
Assessment Context: Students will
identify the process by forming teams and have three cups of water provided by
the teacher, students will fill the cups with one cup of water. The cups will
be labeled cup 1, cup 2, and cup 3. The
cups will be labeled; the first will be placed outside, in a place that it will
get sun all day long. Place your second cup outside, in a place where it gets
shade for some of the day and sun for some of the day. The third cup must be
placed outside somewhere that it will be in the shade for the entire duration
of the day.
.
Holistic
Rubric:
5
Conducted Experiment Perfectly
Students
kept cups in proper places
Students
accurately measured water amounts
Data
was recorded neatly
Graph
accurately shows data
3
Conducted Experiment Well
Cups
were almost always in proper places
Water
was measured with minimal error
Data
was recorded somewhat neatly
Graph
may have some errors showing data
1
Conducted Experiment Poorly
Cups
were not left in proper places
Measured
water is inconsistent and fluctuates
Data
was recorded sporadically
Graph
does not represent data
5
Student has a Clear Understanding of Experiment and Evaporation
Student
clearly explains how evaporation works and is used
Information
from the project is used to support evidence of evaporation
Student
is able to apply information about evaporation to desert and mountain question
3
Student has an Understanding of Experiment and Evaporation
Student
explains evaporation but vaguely
Some
information from the project is used to support evidence of evaporation
Student
has trouble grasping the information from the project and applying it to the
desert and mountain question
1
Student has a Poor Understanding of Experiment and Evaporation
Student
does not seem to understand the process of evaporation
No
information from the project was used to support evidence of evaporation
Student
makes no connection between the project and the desert and mountain question
Testing
Constraints:
Students have one hour to have their rough draft wriiten.
Students
are able to use their own personal notes on the weather cycle and evaporation
Students
are able to work with their group to answer the questions
An
additional 45 minutes will be given the following day to look over work for
mistakes and errors
