Plan for Focused Assessment of Science Topic: Year 3 Title: Reporting on rocks Rocks Age 7-8 Working Scientifically Conceptual Knowledge Review: Reporting on findings Compare and group together from enquiries different kinds of rocks on the basis of their properties Assessment Focus Can children group rocks based on properties? Can children talk about / draw a diagram / write about their findings? Can children draw conclusions about the least / most wearing rock? Activity Today we are geologists. Provide a purpose for the investigation e.g. to find the best material for a new – paved area in school. Suggest that you would like to find out which rock would last the longest/be the least wearing/the strongest and that a rub test is one way to do this. Children to rub rocks on sandpaper and collect scrapings onto white paper. Ask children to the rocks and justify their selection of strongest rock. How will you report your findings (to persuade), e.g. draw, write, power point? Adapting the activity Provide a smaller number of rocks. Support: Extension: What kind of report would you do for children / head teacher / government? Why? Key Questions Why can’t I choose the prettiest one? What did you find out doing the rub test? Which rock would you recommend? Why? Which is the least/most wearing rock? How do you know? Assessment Indicators Not yet met: Says which rock is ‘best’. Meeting: Uses the test to order the rocks and can say (orally or with ‘rub’ diagrams/writing) which rock is strongest/harder wearing. Exceeding: Recommendations are clearly drawn from results and are presented appropriately for the audience. The report contains an explanation of how trustworthy the data is and explains that other factors may need to be tested, e.g. marble is strong but may be slippery if it gets wet.
Plan for Focused Assessment of Science Topic: Rocks Year 3 Age 7-8 Title: Reporting on rocks Working Scientifically Review: Reporting on findings from enquiries Conceptual Knowledge Compare and group together different kinds of rocks on the basis of their properties Assessment Focus Can children group rocks based on properties? Can children talk about / draw a diagram / write about their findings? Can children draw conclusions about the least / most wearing rock? Activity Today we are geologists. Provide a purpose for the investigation – e.g. to find the best material for a new paved area in school. Suggest that you would like to find out which rock would last the longest/be the least wearing/the strongest and that a rub test is one way to do this. Children to rub rocks on sandpaper and collect scrapings onto white paper. Ask children to the rocks and justify their selection of strongest rock. How will you report your findings (to persuade), e.g. draw, write, power point? Adapting the activity Support: Provide a smaller number of rocks. Extension: What kind of report would you do for children / head teacher / government? Why? Key Questions Why can’t I choose the prettiest one? What did you find out doing the rub test? Which rock would you recommend? Why? Which is the least/most wearing rock? How do you know? Assessment Indicators Not yet met: Says which rock is ‘best’. Meeting: Uses the ‘rub’ test to order the rocks and can say (orally or with diagrams/writing) which rock is strongest/harder wearing. Exceeding: Recommendations are clearly drawn from results and are presented appropriately for the audience. The report contains an explanation of how trustworthy the data is and explains that other factors may need to be tested, e.g. marble is strong but may be slippery if it gets wet.
Y3plan_Rocks_Reporting_WS_Review.docx