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Running head: EARTHQUAKE CAUSES AND EFFECTS PERFORMANCE ASSESSMENT AND RUBRIC

Earthquake Causes and Effects Performance Assessment and Rubric Lynette Nichols EED/400 March 12, 2011 Dr. Adrienne Battle Koger

Earthquake Causes and Effects Performance Assessment and Rubric Standards and Objectives Subject: Science Grade: Five Goal: Students will comprehend the causes of earthquakes (Koger, 2011, p. 13, para. 4). State Standard: GA- Georgia Performance Standards: S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes. Performance Indicator: a. Identify surface features caused by constructive processes. Detail: Earthquakes Performance Indicator: b. Identify and find examples of surface features caused by destructive processes. Detail: Earthquake (Taskstream, 2011) State Standard: GA- Gwinnett County Public Schools Academic Knowledge and Skills (AKS) Expectation: analyze how surface features of the earth are caused by constructive and destructive processes. (GPS, ITBS) (5SC_B2006-8) (Taskstream, 2011) Subject: Language Arts Grade: Five Topic: A - Listening, Speaking and Viewing Expectation: present speeches to inform, demonstrate and entertain using increasingly complex sentence structures (GPS, CE) (5LA_A2005-5) (Taskstream, 2011)

Earthquake Causes and Effects Performance Assessment and Rubric Topic: D- Writing (Strategies) Expectation: use transitions between ideas and paragraphs (GPS) (5LA_D2005-38) (Taskstream, 2011) Expectation: write an informational piece that is organized, uses appropriate facts and details, draws from a variety of resources and reflects the intended audience (GPS) (5LA_D2005-43) (Taskstream, 2011) Topic: E - Writing (Grammar, Usage and Mechanics) Expectation: vary sentences by structure (declarative, interrogative, imperative and exclamatory), order and complexity (simple, complex, compound) (GPS) (5LA_E2005-49) (Taskstream, 2011) Expectation: use present, past, future, regular and irregular verb tenses to match intended meaning (GPS, ITBS) (5LA_E2005-50) (Taskstream, 2011) Expectation: use appropriate forms of positive, comparative and superlative adjectives and adverbs (GPS, ITBS) (5LA_E2005-51) (Taskstream, 2011) Expectation: use and recognize correct punctuation, including semicolons, apostrophes and quotation marks (GPS) (5LA_E2005-52) (Taskstream, 2011) Expectation: use commas to punctuate compound, complex and compound-complex sentences (GPS, ITBS) (5LA_E2005-53) (Taskstream, 2011) Expectation: use appropriate capitalization in written work (GPS) (5LA_E2005-55) (Taskstream, 2011)

Earthquake Causes and Effects Performance Assessment and Rubric Expectation: write legibly and space appropriately (GPS) (5LA_E2005-57) (Taskstream, 2011) Topic: F - Writing (Spelling) Expectation: spell the 675 most frequently used words (Sitton list) in all writing (GPS, ITBS) (5LA_F2005-58) (Taskstream, 2011) Topic: G - Accessing Information/Reference Skills Expectation: present information through reports, demonstrations and projects (GPS) (5LA_G2005-65) (Taskstream, 2011) Expectation: use the media center and available technology as sources of information and pleasure (GPS) (5LA_G2005-67) (Taskstream, 2011) Systematic Rubric Design Procedures STEP 1 Identify the learning objective/s to be addressed by the task (University of Phoenix, 2011, para. 1). Identify standards for the primary objective. GA- GCPS (AKS) 5th grade Language Arts Listening, Speaking and Viewing. The student will present speeches to inform, demonstrate and entertain using increasingly complex sentence structures (GPS, CE) (5LA_A2005-5) (Taskstream, 2011) STEP 2

Earthquake Causes and Effects Performance Assessment and Rubric Identify specific observable attributes that you want to see (as well as those you dont want to see) your students demonstrate (University of Phoenix, 2011, para. 2). Identify standards for secondary objectives. Language Arts Listening, Speaking and Viewing- The student will present speeches to inform, demonstrate and entertain using increasingly complex sentence structures (GPS, CE) (5LA_A2005-5) (Taskstream, 2011) Writing strategies-The student will use transitions between ideas and paragraphs (GPS) (5LA_D2005-38). The student will write an informational piece that is organized, uses appropriate facts and details, draws from a variety of resources and reflects the intended audience (GPS) (5LA_D2005-43). Grammar, Usage, and Mechanics- The student will vary sentences by structure (declarative, interrogative, imperative and exclamatory), order and complexity (simple, complex, compound) (GPS) (5LA_E2005-49). The student will use present, past, future, regular and irregular verb tenses to match intended meaning (GPS, ITBS) (5LA_E2005-50). The student will use appropriate forms of positive, comparative and superlative adjectives and adverbs (GPS, ITBS) (5LA_E2005-51). The student will use appropriate forms of positive, comparative and superlative adjectives and adverbs (GPS, ITBS) (5LA_E2005-51) The student will use and recognize correct punctuation, including semicolons, apostrophes and quotation marks (GPS) (5LA_E2005-52). The student will use appropriate capitalization in written work (GPS) (5LA_E2005-57).The student will write legibly and space appropriately (GPS) (5LA_E2005-57). (Taskstream, 2011)

Earthquake Causes and Effects Performance Assessment and Rubric Spelling- The student will spell the 675 most frequently used words (Sitton list) in all writing (GPS, ITBS) (5LA_F2005-58). (Taskstream, 2011) Science- The student will analyze how surface features of the earth are caused by constructive and destructive processes. (GPS, ITBS) (5SC_B2006-8) (Taskstream, 2011) STEP 3 Brainstorm characteristics that describe each attribute (University of Phoenix, 2011, para. 3). Reflect on standards and Blooms Taxonomy. STEP 4a Write thorough narrative descriptions for excellent work and poor work incorporating each attribute into the general description (University of Phoenix, 2011, para. 4). The student will compose an informative piece with smooth transitions between three sections in the following order (1) Introduction (2) Body (3) conclusion. The student will choose one of the following performance projects to complete to complement the essay: build a model, experiment, Power Point Presentation , mock documentary or interview, or other presentation. The student will identify, explain, and illustrate causes and effects of earthquakes in the writing and presentation. STEP 4b Write thorough narrative descriptions for excellent work and poor work for each individual attribute (University of Phoenix, 2011, para. 5).

Earthquake Causes and Effects Performance Assessment and Rubric Excellent-The piece contains three sections: introduction, body, and conclusion in chronological order. The piece contains smooth transitions between ideas and paragraphs. Poor- The piece possesses little or no obvious organization or transitions. STEP 5a Complete the rubric by describing other levels on the continuum that range from excellent to poor work for the collective attributes (University of Phoenix, 2011, para. 6). Good- The piece contains three sections: introduction, body, and conclusion in chronological order with awkward transitions between ideas and paragraphs. STEP 5b Complete the rubric by describing other levels on the continuum that range from excellent to poor work for each attribute (University of Phoenix, 2011, para. 7). Fair- The piece contains three sections: introduction, body, and conclusion in chronological order no obvious transitions between ideas and paragraphs. Objectives Organized by Blooms Dimensions of Knowledge Factual Knowledge Objectives The student or students will apply and arrange relative facts and details from resources (research, logic, or examples) relevant to the intended audience without unnecessary information. The student or students will recognize the facts related to the causes and effects of earthquakes. The student or students will match the vocabulary words and definitions to illustrations or demonstrations of earthquake causes and effects.

Earthquake Causes and Effects Performance Assessment and Rubric Conceptual Knowledge Objectives The student or students will apply and arrange relative facts and details from resources (research, logic, or examples) relevant to the intended audience without unnecessary information. The student or students will match verb tenses to intended meanings. The student or students will match the processes earthquakes cause to the changes on the surface to the earth. The student or students will distinguish between at least three processes as causes or effects of earthquakes. Procedural Knowledge Objectives The student or students will compose an informative piece with smooth transitions between three sections in the following order (1) Introduction (2) Body (3) conclusion. The student or students will use varied sentence structure, order, and complexity. The student or students will use the appropriate forms of positive comparative and superlative adjectives and adverbs. The student or students will use capitalization appropriately. The student or students will use appropriate punctuation, including semicolons, apostrophes, and quotation marks. The student or students will use commas appropriately to punctuate compound, complex and compound-complex sentences. The student or students will use legible handwriting and appropriate spacing. The student or students will use appropriate spelling of high frequency words present. The student or students will conclude causes and effects of earthquakes and name the components of each. The student or students will structure the sequence of events that contribute to earthquake or caused by earthquakes. The student or students will demonstrate the processes of earthquake causes and effects through speech, writing, and media.

Earthquake Causes and Effects Performance Assessment and Rubric

Earthquake Causes and Effects Performance Assessment and Rubric

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Earthquake Causes and Effects Performance Assessment and Rubric

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Earthquake Causes and Effects Performance Assessment and Rubric

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Earthquake Causes and Effects Performance Assessment and Rubric

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Earthquake Causes and Effects Performance Assessment and Rubric Directions for Students Use acceptable tools and resources available in the classroom, school library, public library, and at home. Acceptable tools and resources include but are not limited to the following: The word bank, classroom computer, classroom camera, library books, textbooks, resource books, class notes, homework, classwork (including individual essays on earthquakes), craft supplies, and websites. Use the specified twenty minutes of class time each day to use classroom resources and tools. Differentiations for Performance Assessments Students will work in pairs, groups of three to four, or as individuals depending upon the best situation for each learner. Each pair, group, or individual will revise previous essays to incorporate new content relevant to the presentation. Each pair, group, or individual will complete a presentation in front of the class. Students in pairs or groups will collaborate to compose an essay and create and preform a presentation in front of the class. The essay may complement a Power Point Presentation written in the speaker notes and narrated during the presentation. The essay may serve as a script for an interview, reenactment, mock interview, or experiment. Models, maps, and graphs may complement the presentation and essay as optional extra content. Tools and Resources Books Some suggested books related to the topic and available in the classroom: Collier, B. (2006). Time for kids: Earthquakes. New York, NY: Harper Collins.

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Earthquake Causes and Effects Performance Assessment and Rubric The level two reader provides facts about earthquakes. Fradin, J. and Fradin, D. (2008). Witness to disaster: Earthquakes. Des Moines, IA: National Geographic Childrens Books The book provides facts, maps, a glossary, and recommends books and websites for students. Fradin, J. and Fradin, D. (2008). Witness to disaster: Tsunamis. Des Moines, IA: National Geographic Childrens Books The book provides facts, maps, a glossary, and recommends books and websites for students. Heiligman, D. (2002). Earthquakes: Scholastic science readers: Level 2. New York, NY: Scholastic Inc. This level two reader provides background information related to earthquake causes and effects. Lutgens, F. K. and Tarbuck, E. J. (2005). Foundations of earth science 4th ed. Upper Saddle River, New Jersey: Pearson Education. Foundations of Earth Science provides information and illustrations about earthquake causes and effects in chapter six. Van Rose, S. (2004). Volcano and Earthquake. New York, NY: Dorling Kindersley Limited The book provides background information about earthquakes and volcanoes and cultural influences.

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Earthquake Causes and Effects Performance Assessment and Rubric Websites Look for the following websites listed at home or on the classroom computer. A copy of this list is available at the computer station. Annenberg Foundation (2011). Interactive: Dynamic earth: Intro. Retrieved from http://www.learner.org/interactives/dynamicearth/glossary.html This website provides details, illustrations, a glossary, and a quiz on earthquake causes and effects. Enchanted Learning (2010). Geology/ Earth Science label me printouts. Retrieved from http://members.enchantedlearning.com/label/geology.shtml This webpage provides pictures to print and label related to earthquake causes and effects. Scholastic Inc. (2011). Scholastic.com: Online activities: Weather watch. Retrieved from http://teacher.scholastic.com/activities/wwatch/earthquakes/famous.htm This webpage provides online activities, printables, and quizzes about weather including earthquake causes and effects. U.S. Geological Survey (2009). Earthquake glossary. Retrieved from http://earthquake.usgs.gov/learn/glossary/ This webpage provides an earthquake glossary with facts, definitions, and pictures. U.S. Geological Survey (2010). Earthquake topics: Books. Retrieved from http://earthquake.usgs.gov/learn/topics/?topicID=35

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Earthquake Causes and Effects Performance Assessment and Rubric The webpage provides resources and books with information about earthquakes. Weather Wiz Kids (2010). Weather wiz kids weather information for kids. Retrieved from http://www.weatherwizkids.com/weather-earthquake.htm Word Bank aftershock, basin, blind fault, body wave, core, deformation, dip-slip fault, domes, earthquake, folds, fault, fire, focus, foreshock, landslide, lithosphere, mountain, normal fault, primary wave, strike-slip fault, secondary wave, seismic wave, surface wave, tectonic plates, tsunami, transform boundaries

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Earthquake Causes and Effects Performance Assessment and Rubric References Annenberg Foundation (2011). Interactive: Dynamic earth: Intro. Retrieved from http://www.learner.org/interactives/dynamicearth/glossary.html Collier, B. (2006). Time for kids: Earthquakes. New York, NY: Harper Collins. Enchanted Learning (2010). Geology/ Earth Science label me printouts. Retrieved from http://members.enchantedlearning.com/label/geology.shtml Fradin, J. and Fradin, D. (2008). Witness to disaster: Earthquakes. Des Moines, IA: National Geographic Childrens Books Fradin, J. and Fradin, D. (2008). Witness to disaster: Tsunamis. Des Moines, IA: National Geographic Childrens Books Heiligman, D. (2002). Earthquakes: Scholastic science readers: Level 2. New York, NY: Scholastic Inc. Koger, A. B. (2011, February 7). Course syllabus [Msg 1]. Message posted to http://University of Phoenix class forum EED/400-Assessment in Elementary Education course website. Koger, A. B. (2011, February 7). Grading rubrics-week 4 [Msg 1]. Message posted to http://University of Phoenix class forum EED/400-Assessment in Elementary Education course website. Lutgens, F. K. and Tarbuck, E. J. (2005). Foundations of earth science 4th ed. Upper Saddle River, New Jersey: Pearson Education.

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Earthquake Causes and Effects Performance Assessment and Rubric NCTE/IRA (2004). Persuasive writing scoring guide. Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson405/PersuasiveWritin gScoringGuide.pdf Taskstream (2011). Taskstream: Standards and outcomes. Retrieved from http://www.taskstream.com/Main/main_frame.asp Scholastic Inc. (2011). Scholastic.com: Online activities: Weather watch. Retrieved from http://teacher.scholastic.com/activities/wwatch/earthquakes/famous.htm University of Phoenix. (2010). Blooms taxonomy matrix. Retrieved from University of Phoenix, EDU310-Models & Theories of Instruction website. University of Phoenix. (2011). Designing scoring rubrics: Step-by-step procedures. Retrieved from University of Phoenix, EED400- Assessment in Elementary Education website. U.S. Geological Survey (2009). Earthquake glossary. Retrieved from http://earthquake.usgs.gov/learn/glossary/ U.S. Geological Survey (2010). Earthquake topics: Books. Retrieved from http://earthquake.usgs.gov/learn/topics/?topicID=35 Van Rose, S. (2004). Volcano and Earthquake. New York, NY: Dorling Kindersley Limited Weather Wiz Kids (2010). Weather wiz kids weather information for kids. Retrieved from http://www.weatherwizkids.com/weather-earthquake.htm

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