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Grade 2 Learning and Assessment Masters

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ContentsExploring Science Learning and Assessment Masters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Physical Science

Investigate Solids and Liquids Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Think Like a Scientist Plan and Investigate Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Think Like a Scientist Plan and Investigate Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Think Like a Scientist Plan and Investigate Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Think Like a Scientist Make Observations Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Think Like a Scientist Make Observations Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Life Science

Investigate Plants and Light Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Think Like a Scientist Plan and Investigate Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Think Like a Scientist Plan and Investigate Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Think Like a Scientist Plan and Investigate Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Think Like a Scientist Develop a Model Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Think Like a Scientist Develop a Model Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Think Like a Scientist Develop a Model Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Earth Science

Investigate Erosion Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Think Like a Scientist Make Observations Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Think Like a Scientist Make a Model Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Think Like a Scientist Make a Model Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

iv

Exploring Science Learning and Assessment Masters

Learning Masters are provided as needed for Investigate, Think Like a Scientist, and Think Like an Engineer features for Grades K-5.

Learning Masters provide convenient data collection tables and other resources for students to use as they work through selected Investigate, Think Like a Scientist, and Think Like an Engineer features. Encourage students to include these tables in their science notebooks.

Assessment Masters provide rubrics for teachers to assess student achievement in many of the Think Like a Scientist and Think Like an Engineer features. Student rubrics provide an opportunity for learners to reflect on their own progress in these activities.

1

Solids and LiquidsRecord Record your observations in the table below.

Observations of Solids and Liquids

Container Shape of the Marble Shape of the Water

cylinder

plastic cup

Name Date

Investigate

2

Plan and Investigate

Name Date

Think Like a Scientist

Record Choose a pair of properties to observe from the examples in the first table below.

Record the objects and the properties you observe in the second table below.

Properties

Shape (Round and Square, for example) Hardness (Hard and Soft, for example)

Color (Red and Blue, for example) Flexibility (Bend, Cannot Bend, for example)

Texture (Rough and Smooth, for example) Ability to Float (Float, Sink, for example)

Observations of Properties

Object Property 1: Property 2:

3


Name Date


Teacher Rubric Use the scale descriptions to guide your assessment of the student’s work. Assess each item separately, and then decide on one overall score, using the following scale:

4: Student performs with thorough understanding.3: Student performs with adequate understanding.2: Student performs with basic understanding.1: Student performs with limited understanding.

Rubric Scale

The student made predictions about an object’s properties based on prior experiences and knowledge.

4 3 2 1

The student planned and conducted an investigation to produce data that couldserve as the basis for evidence to answer questions about classifying objects according to their properties.

4 3 2 1

The student evaluated different ways of observing objects to determine how to classify them.

4 3 2 1

The student used observations to collect data that could be used to correctly classify a variety of objects.

4 3 2 1

Overall Score

4


Name Date


Student Rubric Place a check in the box to show the answer that is true for you.

Rubric Yes Not Yet

1. I can plan an investigation about observing properties and carry out the steps.

2. I can gather data and organize my findings.

3. I can analyze my results and draw a conclusion based on evidence.

4. I can communicate my results, using evidence from my investigation to support my conclusions.

5

Make Observations

Name Date




Rubric Scale

The student built an object from available materials and represented it in the science notebook.

4 3 2 1

The student recorded observations of a partner’s built object. 4 3 2 1

The student assembled a new object from the disassembled parts of his or her partner’s object.

4 3 2 1

The student recorded observations to use as evidence that an object made of a small set of pieces can be disassembled and made into a new object.

4 3 2 1

Overall Score

6

Make Observations

Name Date



Rubric Yes Not Yet

1. I can plan an investigation and carry out the steps.




7

Plants and LightRecord Record your observations in the table below.

Observations of Plants

Day Sunlight No Sunlight

1

2

3

4

5

6

7

Name Date

Investigate

8


Name Date


Record Record your observations in the table below.

Plant Observations

Day Plant With Water Plant Without Water

1

2

3

4

5

6

7

9


Name Date




Rubric Scale

The student made predictions about plant needs based on prior experiences. 4 3 2 1

The student planned and conducted an investigation to produce data that could serve as the basis for evidence to answer questions.

4 3 2 1

The student evaluated different ways of observing and/or measuring plant growth to determine whether water is a basic plant need.

4 3 2 1

The student made observations and/or measurements to collect data that could be used to compare the two plants.

4 3 2 1

Overall Score

10


Name Date



Rubric Yes Not Yet

1. I can plan an investigation and carry out the steps.




11

Develop a Model

Name Date


Record Record your observations in the table below.

Model How Seeds Move

Material Did the hook tape stick? What happened when I picked at it or shook it?

feather

fake fur

leather

12

Develop a Model

Name Date




Rubric Scale

The student generated a model that shows how burdock seeds might be moved from one place to another.

The student made predictions about seed dispersal based on prior knowledge. 4 3 2 1

The student conducted an investigation about seed dispersal to produce data that could serve as the basis for evidence to answer questions.

4 3 2 1

The student modeled how well burdock seeds would stick to different body coverings to determine which kind of animal body covering carries burdock seeds most efficiently.

4 3 2 1

The student made observations to collect data that could be used to compare the different body coverings.

4 3 2 1

The student used his/her observations to analyze and revise the initial model. 4 3 2 1

Overall Score

13

Develop a Model

Name Date



Rubric Yes Not Yet

1. I can make a model of a scientific idea.

2. I can make predictions based on what I have learned.

3. I can carry out the steps of an investigation.


5. I can analyze my results, revise my model, and draw a conclusion based on evidence.


14

ErosionRecord Record your predictions and observations in the table below.

My Predictions My Observations

first hill

second hill

Name Date

Investigate

15

Make Observations

Name Date


Record Record your observations and evidence in the table below.

Earth Event Fast or Slow Change Evidence

16

Make a Model

Name Date




Rubric Scale

The student designed a model by drawing the land and water features shown in pictures of an area.

4 3 2 1

The student chose appropriate materials and built a model of land and water features, based on his/her design.

4 3 2 1

The student studied his/her model, revised it as needed, and recorded observations with evidence.

4 3 2 1

The student shared his/her model, using evidence to support answers to questions. 4 3 2 1

Overall Score 4 3 2 1

17

Make a Model

Name Date



Rubric Yes Not Yet

1. I can design a model by making a drawing.

2. I can gather materials and build a model based on my design.

3. I can study my results, change my model if needed, and record my observations with evidence.

4. I can share my model and use evidence to answer questions.

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Grade 2 Learning and Assessment Mastersgo.cengage.com/uploads/aaaa1d5ff737ed40f164010ebfe5bf4e...Grade 2 Learning and Assessment Masters Acknowledgments Grateful acknowledgment is