Download Forms of Energy - Muskingum Valley Educational Service Center

Center for Performance Assessment
Unwrapped, Standards-Based
Performance Assessment Template
Grade Level: 7 Science
Targeted Content Area(s): Physical Science 2, 3, and 5
Authors: Debbie Hardesty, Lori Cabot, Jill Fry
School, District, and State:
River View and Ridgewood Middle Schools Ohio
Phone and E-mail (Preferred, But Optional)
Assessment Title: How to Become an Energized Bunny
Overview of Performance Assessment: (Summary of the
assessment with a brief synopsis of each task)
Task 1
Use magazines or drawings to create a poster showing potential and kinetic energy.
Task 2
Write a descriptive paragraph detailing one form of energy.
Task 3
Trace the energy transformation in the closed system of a flashlight.
Task 4
Produce and demonstrate a product that shows different forms of energy.
Full Text of Standard(s) and Indicators(s) in Targeted Content Area:
Physical Sciences Standard
2. Describe how an object can have potential energy due to its position or chemical composition
and can have kinetic energy due to its motion.
3. Identify different forms of energy (e.g., electrical, mechanical, chemical, thermal, nuclear,
radiant and acoustic).
5. Trace energy transformation in a simple closed system (e.g., a flashlight).
Related Interdisciplinary Standard(s) and Indicators(s):
Language Arts
Acquisition of Vocabulary
1. Define the meaning of unknown words through context clues and the
author’s use of comparison, contrast, definition, restatement and example.
Reading Process
5.
Select, create, and use graphic organizers to interpret textual
information.
Writing Applications
4. Write informational essays or reports, including research, that present
a literal understanding of the topic, include specific facts, details and
examples from multiple sources, and create an organizing structure
appropriate to the purpose, audience, and context.
Research
8. Use a variety of communication techniques, including oral, visual, written
or multimedia reports, to present information that supports a clear position
with organized and relevant evidence about the topic or research
question.
Technology
Technology and Communications
2. Generate multimedia presentations that communicate information for
specific purposes.
Technology for Productivity Applications
8. Use content specific tools/software/simulations to support
learning/research to create educational projects.
Designed World
6.
Design, develop, fabricate, and service a product.
Art
Connections, Relationships, Applications
3.
Demonstrate understanding of the relationship between words and images
by applying text to images and images to text.
“Unwrapping” Content Standard(s)
Grade Level and Content Area: 7 Science
Standard(s) and Indicators by Number:
Physical Science 2, 3, 5
Concepts: Need to Know About Different Forms of Energy
1. Potential --------Kinetic
2. Electrical, mechanical, chemical, thermal, nuclear, radiant, and acoustic
Skills: Be Able to Do
Describe (potential and kinetic energy)
Identify (Forms of energy)
Trace (Energy transformation, closed system)
Topics or Context: (What you will use to teach concepts and
skills—particular unit, lessons, activities)
1. Text
2. Demonstrations
3. Student Activities
Identifying Big Ideas from
Unwrapped Standard and Indicators
1. Potential energy comes from an object’s position or chemical composition.
2. Kinetic energy is due to motion.
3. There are many different forms of energy.
4. Energy changes forms which can be traced.
Essential Questions from Big Ideas to
Guide Instruction and Assessment
1.
How and why do we store energy?
2.
What is the difference between potential and kinetic energy?
3.
Which forms of energy do you use?
4.
Can you trace the energy transformations in a closed system?
“Engaging Scenario” Planning
Include elements of an effective Engaging Scenario:
Presents students with a challenge
Connects learning to real life – “Why do we need to learn this?”
Conveys importance – “What does this mean to the student
personally?”
Acknowledges audience – “Can the student present the completed task
to others?”
Engaging Scenario (Full description):
Our world today relies on energy. Each form of energy has its advantages
and disadvantages.The big job is to track the energy we use to better understand
where it came from and where it is going. As a scientist, you will investigate
energy forms and how they change. At the end of your investigation, you will
share important facts and uses of one energy form to your teacher and class.
You will research energy forms and their transformations, then create visual
representations to share with your classmates.
Task 1 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)
Which STANDARD(s) and Indicators Will This Task Target?
2. Describe how an object can have potential energy due to its position or
chemical composition and can have kinetic energy due to its motion.
Which Essential QUESTION Will This Task Address?
2.
What is the difference between potential and kinetic energy?
Which UNWRAPPED Content Knowledge and Skills Will This Task
Develop?
Concepts: Need to Know About Different Forms of Energy
3. Potential --------Kinetic
Skills: Be Able to Do
Describe (potential and kinetic energy)
What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)
A poster showing potential and kinetic energy
What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Instruction: Define and demonstrate potential and kinetic energy.
What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)
The poster will accurately depict potential and kinetic energy.
Task 1 Complete Description (The Full Details of What Students
Will Do in This Task)
Students will create a poster using 10 x 14 drawing paper, magazines, markers, scissors,
glue, etc. The poster will show a change of energy from potential to kinetic using two
pictures, one demonstrating potential energy and the other kinetic. They will label each
picture.
Task 1 – Scoring Guide
Exemplary:

All Proficient Criteria Met PLUS:

an unusual or creative depiction of potential and kinetic energy (i.e.
items not already discussed in class)
Proficient:
The poster has two pictures.
Pictures are properly labeled and neatly displayed.
Pictures accurately depict potential and kinetic energy.
Progressing:

Pictures represent both forms of energy but are labeled
inaccurately or not labeled.
Not Yet Meeting Standard(s) and Indicators(s):
Pictures do not represent both forms of energy
Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________
Task 3 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)
Which STANDARD(s) and Indicators Will This Task Target?
5. Trace energy transformation in a simple closed system (e.g., a flashlight).
Which Essential QUESTION Will This Task Address?
4. Can you trace the energy transformations in a closed system?
Which UNWRAPPED Content Knowledge and Skills Will This Task
Develop?
Concepts: Need to Know About Different Forms of Energy
3. Tracing energy forms
Skills: Be Able to Do
Trace (Energy transformation, closed system)
What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)
Students will use a hand powered flashlight, compass and
magnet to discover energy transformations and produce a
flowchart to show the energy transformations.
What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Descriptions and examples of different types of energy
What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)
A flowchart will show the energy transformations in a hand powered flashlight.
Task 3 Complete Description (The Full Details of What Students
Will Do in This Task)
Students have a flashlight, magnet, and compass. Working in groups of three, students
investigate the inner workings of the flashlight. Students will discuss the energy
transformation from the body to the lighting of the bulb: Chemical (food in body that
allows body to function), to kinetic (hand squeezing the handle), to kinetic (gears in
flashlight move) to kinetic (rotation of the magnet) to electrical (copper wire) to radiant
(lighting of the bulb)
Students use a flowchart template to label and describe each energy transformation.
Task 3 – Scoring Guide
Exemplary:
All Proficient Criteria Met PLUS:
Took on a leadership role in the group and helped lead others to
conclusions.
Descriptions include illustrations.
Proficient:

Students participate appropriately in group discussion
Flowchart shows and describes all energy forms in the correct order of
energy transformation using scientific vocabulary
Flowchart is neatly completed.
Progressing:
Flowchart is missing one or more components
Flowchart components are out of order.
Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________
Task 2 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)
Which STANDARD(s) and Indicators Will This Task Target?
3. Identify different forms of energy (e.g., electrical, mechanical, chemical,
thermal, nuclear, radiant and acoustic).
Which Essential QUESTION Will This Task Address?
3. How many different forms of energy do you use each day?
Which UNWRAPPED Content Knowledge and Skills Will This Task
Develop?
Concepts: Need to Know About Different Forms of Energy
Electrical, mechanical, chemical, thermal, nuclear, radiant, and acoustic
Skills: Be Able to Do
Identify (Forms of energy)
What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)
Students will research a form of energy in order to write a paragraph describing that form
of energy without naming it. They will include clues in their paragraph which include
examples and facts so that other students in the class can guess which form of energy
about which the paragraph is written.
What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Students will need to know how to access different sources
of information including the internet, reference books,
textbooks, trade books, and local power suppliers.
What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)
The students’ paragraphs will accurately describe one energy form with examples of
each. As students listen to their classmates’ paragraphs, they will accurately identify the
forms of energy being described for any paragraph the teacher decides adequately
represents each form.
Task 2 Complete Description (The Full Details of What Students
Will Do in This Task)
Students will use at least one reference to research a
given form of energy. They will collect four or five facts
about that form of energy and at least three examples of
how that form of energy is used. The students will use
their notes to compile a paragraph to present to the class.
The paragraph will not name their form of energy but will
adequately describe it so that others in the class can
accurately identify it.
Students will listen as their classmates read their
paragraphs aloud and will vote by ballot as to what form of
energy the paragraph describes. They will write the
presenter’s name, the form of energy, and their own name on
a ballot.
Task 2 – Scoring Guide
Exemplary:

All Proficient Criteria Met PLUS:
Paragraphs exceed 5 facts and 3 examples
 Paragraphs follow all writing conventions with few or no errors.

All votes cast accurately identify the form of energy being
described.

Proficient:

Paragraphs include at least 4 facts and at least 3 examples of the
given form of energy

Paragraphs follow most conventions of writing (spelling, grammar,
punctuation, legibility, etc.)
Paragraphs accurately describe the energy form without identifying it.
80% of votes cast accurately identify the form of energy being described.


Progressing:
Paragraphs include no more than three facts and two examples.

Paragraphs contain conventional writing errors that compromise the
understanding of the content.

Less than 80% of votes cast accurately identify the form of energy
being described.
Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________
Task 4 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)
Which STANDARD(s) and Indicators Will This Task Target?
2. Describe how an object can have potential energy due to its position or
chemical composition and can have kinetic energy due to its motion.
3. Identify different forms of energy (e.g., electrical, mechanical, chemical,
thermal, nuclear, radiant and acoustic).
5.Trace energy transformation in a simple closed system (e.g., a flashlight).
Which Essential QUESTION Will This Task Address?
1.
How and why do we store energy?
3.
Which forms of energy do you use?
Which UNWRAPPED Content Knowledge and Skills Will This Task
Develop?
Concepts: Need to Know About Different Forms of Energy
Potential --------Kinetic
Electrical, mechanical, chemical, thermal, nuclear, radiant, and acoustic
Skills: Be Able to Do
Describe (potential and kinetic energy)
Identify (Forms of energy)
Trace (Energy transformation, closed system)
What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)
The students will design a presentation that shows energy transformations of a
system.
What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Research resources such as the internet, trade books, reference books,
resources from energy suppliers.
Access to computers, video camera, or other equipment or supplies for
presentation.
What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)
Students will demonstrate through a presentation a flow of energy through a system from
beginning to end. The presentation will include a visual aid.
Task 4 Complete Description (The Full Details of What Students
Will Do in This Task)
Students will write a plan for teacher approval telling what type of system they
will demonstrate and what means they will use to present it. Upon plan approval,
students will individually design a visual aid and oral presentation to present to
the class. Visual aids could include but are not limited to transparencies, Power
Point, poster, video, skit, photographs, or model.
Task 4 – Scoring Guide
Exemplary:
Student has more than one visual aid.
Student engages the audience in the presentation.
Student demonstrates knowledge of the system by accurately
answering questions from the audience.
Proficient:
Visual aid accurately shows an energy transformation.
Student appropriately uses the visual aid as part of his/her
presentation.
Student accurately explains each energy transformation of their
chosen system.
Student shows knowledge of the system by telling the information
without reading it.
Progressing:
Student reads information or information is incomplete or
inaccurate.
Visual aid is missing steps or does not correspond with oral
information.
Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________
Teacher Reflections at Conclusion of Performance Assessment:
1. What Worked? What Didn’t?
2. What Will I Do Differently Next Time?
3. What Student Work Samples Do I Have for Each Task? What Scoring
Guide Examples of Proficiency Do I Have for Each Task?
4. What Field Notes Can I Provide for Other Teachers Who May Use This
Performance Assessment?
Bloom’s Taxonomy
Definitions
Verbs that express varying levels of understanding
Appropriate responses
1. Knowledge – Remembering facts
Verbs: Know, define, memorize, record, name, recognize
Describe ________________________________.
Who? What? Where? When? How?
2. Comprehension – Understanding the meaning
Verbs: Discuss, relate, clarify, explain,
Retell in your own words ____________________.
What is the main idea of ____________________?
3. Application – Using what you know in a new situation
Verbs: Translate, interpret, demonstrate, dramatize, practice
Why is __________ significant?
4. Analysis – Examining specific parts of information
Verbs: Distinguish, analyze, differentiate, solve, examine
Classify _______ according to ________________.
Compare and contrast _____________ and _______________.
5. Synthesis – Combing ideas in a new way
Verbs: Compose, plan, propose, formulate, arrange
What could you predict from ______?
What solutions would you suggest from _____________?
6. Evaluation – Developing opinions, judgments, or decisions
Verbs: Judge, appraise, evaluate, estimate, select
Do you agree with _____?
Prioritize _________.
What is the most important _______________?
Advertising
Applicant
Architect
Artist
Athlete
Journalist
Judge
Jury Member
Lawyer
Musician
Autobiographer
Biographer
Business Person
Campaign Worker
Cartographer
Cartoonist
Character, Book/Movie
Chef
Citizen
Coach
Collector
Consumer
Consumer Advocate
Contractor
Curator
Detective
Editor
Engineer
Executive
Famous Person
Inventor
Advertising Campaign
Anthem
Anthologies
Autobiography
Brochure
Business Letter
Business Plans
Committee Board Members
Consumer Newsletter
Newscaster
Parent
Photographer
Photojournalist
Playwright
Poet
Police Officer
Reporter
Researcher
Set Designer
Software Developer
Speech Writer
Stock Broker
Student
Teacher
Textbook Publisher
Tour Guide
Travel Agent
Tutor
Debate
Designs for Experiments
Diorama
Ecosystem
Eulogy
Fable
Fashion Show
Film Review
Food Critique
Friendly Letter
Graphs
How-To Directions
HyperStudio
Inventions
Journals
Judge’s Decision
Lab Report
Lawyer’s Argument
Maps
Observation Logs
Panel Discussion
Personal Narrative
Persuasive Letter
Models
Movie or short film
Museum Exhibit
Newspaper
Prequel
Proposal
Puppet Show
Quilt
Reaction Paper
Scrapbook
Sculpture
Short Story
Slide Show
Symphony
Tall Tales
Technical Manual
Travel Journals
Website