Example Technology Performance Assessment Task

 

Task #5

A Report Containing Text and Visual Representation

Grade

6

Content Area(s)

Science

Unit Title/Theme

Testing Soil for Growth Potential

Task Developer/Author

René Herrick

 

 

 

 

1.                 Setting the Context

Within any study connected with our environment (Vermont history, environmental impact) students will investigate soil samples (with a digital tool) and document findings on a spread sheet and write a lab report, beginning with a hypothesis, stating what type of soil or combination of soils would be best suited to grow corn.

 

2. Grade Expectations/Standards

This task can be incorporated in investigative science units that are part of

Standard 7.19 –Designing Solutions – Students use technological/engineering processes to design solutions to problems. 

Fields of Knowledge: Science, Mathematics, Technology

·        Standard 7.1 Scientific Method – Students use scientific method to explain, describe and investigate phenomena.

·        Standard 7.2 Investigation – Students conduct a variety of their own investigations and projects.

 

 

Technology

IT1 - Basic Operations & Concepts

  • Navigating between open windows and applications.
  • Using digital tools to capture images and other information (e.g. temperature, light, sound, etc.) and import them into a computer.

 

IT3 - Productivity Tools

  • Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).
  • Using spell check, and thesaurus.
  • Creating a table
  • Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and AVG).

·        Creating a graphical representation of multiple series of numerical data.

  • Manipulating format (e.g., resizing rows and columns, font, colors, hiding grid)

 

 

Content

 

7.1 Scientific method – Students use scientific method to explain, describe and investigate phenomena.

7.2 Investigation – Students conduct a variety of their own investigations and projects

 

 

 

3. The Performance Task

 

Task Statement:

Students will write a report using a word processing program including visual representations using basic computer operations.  Students will create a hypotheses based on a question regarding soil content and best soil for growing corn.  Data will be gathered using a ProScopetm (digital microscope tool) and entered into a spreadsheet. 

Teacher will gather soil samples from 3 different sites within the community (one site being ideal soil for growing corn). Students will analyze soil with digital microscope (ProScopetm).  The lesson plan for this activity can be found at this site, www.theproscope.com.  Click on Education link “putting the fun back in learning.”  Then click the link to http://www.theproscope.com/pdf/Analyzing_Soil.pdf

Students will begin their lab report by making a hypothesis stating what type of soil or combination of soils would be best suited to grow corn.

A standard lab report is written discussing the hypotheses and rationale.  Visual representations will be a part of the lab report. These visuals would be gathered from digital photos taken during lab time or from microscopic view.

Data of the findings are entered into a spreadsheet under the headings of different types of soil.  Data is represented beneath the location on the spreadsheet. Soil samples will then be put in a graph form.  The graphs will be copied and pasted into the written report.

Graphs will be made using findings and will be inserted into the report, highlighting the best soil combination for growing corn. (other crops could be substituted)

 

Goal:

To investigate, through use of technology (digital tool), soil samples from the local area and document these findings on a spreadsheet.  Students will then write a report beginning with the original hypothesis stating which soil sample would best be used to grow corn.

 

Role: The student will be in the role of researcher.

 

Audience: Fellow students as well as local farmers and possible local newspaper.

 

Situation: Students will research 3 different soil samples using a digital tool (microscope) and analyze the data found by documenting findings on a spreadsheet.

 

Product/Performance: A typed lab report that incorporates text, visual representations, spreadsheets and graphs.

 

 

4. Activities

  • Teacher collects soil samples from 3 locations in the community (one being a corn field)
  • Lab set up with Pro Scope (or other) to digitally gather soil sample information .
  • Students perform microscopic investigation.
  • Data from investigation is noted and then entered into the spreadsheet.
  • Cells within the spreadsheet are labeled as Sample #1,#2,#3 and any other criteria you wish to highlight such as items listed below in procedure section below.
  • Students will use the following procedure to begin writing their standard lab report.
  • Procedure
    1. Take the first soil sample and use your sense of feel to analyze it. Record how it feels. Use your ProScope USB microscope to take pictures of your soil sample using the m0W lens and the m50 lens. Describe what the grains of soil under the microscope look like.
    2. Determine if the soil in the sample feels grainy or gritty, smooth or silky, powdery or floury.
    3. Moisten the soil and describe how it feels now. Does it feel sticky? Can you squeeze it into shapes?
    4. Decide if your sample contains more sand, clay, or silt particles. Use both your observations and the pictures from the microscope. Describe which of the following categories your sample falls under: clay, sandy clay, silty clay, sandy clay loam, clay loam, silty clay loam, sand, sandy loam, loam, silt loam, or silt. Explain how you made your decision.
    5. Repeat the above procedure with your other soil samples.

 

Teacher information

            Soil is, on average, 45% mineral particles, 25% water, 25% air, and 5% organic matter. Five to ten tons of animal life can live in an acre of topsoil. Soil also contains earthworms that are natural recyclers. They digest soil, break down organic matter, and release nutrients. One earthworm can digest 36 tons of soil in a year.

Other information on soil, soil profiles, soil composition, soil testing, and plant growth is available on the Internet, including the Eco-Connections website (www.ecoconnections.org). This free, Internet-based environmental project includes modules written by teachers from the U.S. and Russia on different environmental issues. Students participating in the project can share data, answers, and ideas with their peers in schools in the U.S. and in other countries.

In their findings, students should determine that the ProScope USB microscope enabled them to better analyze the soil samples as well as to document their scientific research. If desired, you can facilitate a discussion about the role of technology, including computers and microscopes, in scientific research.

Students take digital pictures of the samples and the activities to insert into their report.

Data on spreadsheet is put into a graph using the graph wizard provided.

Review report writing criteria for grade level and rubric for reports.

Students independently write standard lab report, inserting visual representations and graphs gathered from data collected.

 

 

5. Materials and Resources

Materials needed include:

*      computers that have USB available for attaching digital camera and pro scope

*      digital camera

*      Pro Scope digital microscope (or the like)

*      soil collected from 3 sites within your community (one being from a corn field)

*      word processing program that students are familiar using

*      spreadsheet program that students are familiar using

*      lab area within the school or classroom for doing digital microscopic investigation

*      teacher to acquire soil recommendations from locate university or agriculture group for growing corn

6. Criteria/Rubric

Technology Rubric

 

Grade Expectation

Introduced

With Assistance

Met the Standard

Basic Operations

Navigating between open windows and applications.

 

 

 

Using digital tools to capture images and other information (e.g. temperature, light, sound, etc.) and import them into a computer.

 

 

 

Social, Ethical & Human Issues

Not Assessed

 

 

 

Productivity Tools

Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).

 

 

 

Using spell check, and thesaurus.

 

 

 

Creating a table

 

 

 

Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and AVG ).

 

 

 

Creating a graphical representation of multiple series of numerical data.

 

 

 

Manipulating format (e.g., resizing rows and columns, font, colors, hiding grid)

 

 

 

Communication

Not Assessed

 

 

 

Research, Problem Solving & Decision Making

Not Assessed

 

 

 

 

 

 

 

7. Checklist

 

 

 

 

Rubric for Lab Report

CATEGORY

4 Exceeds Expectations

3 Meets Expectations

2 Almost Meets

1 Does Not Meet

Experimental Hypothesis

Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.

Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.

Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.

No hypothesis has been stated.

Procedures

Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

Data

Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in written form, but no graphs or tables are presented.

Data are not shown OR are inaccurate.

Materials

All materials and setup used in the experiment are clearly and accurately described.

Almost all materials and the setupu used in the experiment are clearly and accurately described.

Most of the materials and the setup used in the experiment are accurately described.

Many materials are described inaccurately OR are not described at all.

Drawings/Diagrams

Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR are missing important labels.

Analysis

The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.

The relationship between the variables is discussed and trends/patterns logically analyzed.

The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.

The relationship between the variables is not discussed.

Conclusion

Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

Components of the report

All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

All required elements are present.

One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

Several required elements are missing.

Spelling, Punctuation and Grammar

One or fewer errors in spelling, punctuation and grammar in the report.

Two or three errors in spelling, punctuation and grammar in the report.

Four errors in spelling, punctuation and grammar in the report.

More than 4 errors in spelling, punctuation and grammar in the report.

 

7. Checklist

o       Student completed soil lab investigation

o       Student entered data on spreadsheet listed under categories selected in advance

o       Student created graphs from data collected

o       Student completed lab report and included visual representations such as digital pictures and graphs from data collected