Page | 1 Authors: Becky Bryant, Crittenden County Schools, Kentucky ©University of Louisville Center for Research in Mathematics and Science Teacher Development Diane Johnson, Partnership Institute for Math and Science Education Reform May be used by teachers in nonprofit, classroom teaching environments

Project ASSESS (2016-18) – sponsored by KY Dept. of Education (KDE) MSP Program NOTE: All materials are those of the project team and do not represent KDE endorsement.

Classroom Embedded Assessment [CEA] Title: Marble Madness

a. Targeted Performance Expectation(s)

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment

Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative

definition of energy.]

Supplemental Information about Targeted Performance Expectation

CCC: Energy can be transferred in many ways and between objects.

b. Learning Goal(s)

1. Students will be able to construct an explanation using evidence to support their claim. [Science & Engineering Practice]

2. Students will be able to explain that objects that move further have more energy and identify the energy transfer. [Disciplinary Core

Idea]

3. Students will be able to explain that energy is transferred between objects and identify evidence of that speed/energy relationship.

[Crosscutting Concept – energy can be transferred]

c. Instructional Context

a. This CEA is administered at the end of a two-week unit on the speed energy relationship.

b. Lesson Summary

* Students were asked if speed affects the energy of an object, then students were introduced to the phenomenon of a gong producing

loud and soft noises after having a rubber ball thrown at it fast and slow. Students were then asked to identify the patterns in their

recorded data of the noise that speed created. (more speed created a louder noise, slow speed created a soft noise and related that to the

question previously asked) Students then completed an exit slip over these concepts.

* Students were next introduced to the idea of Conservation of Energy by participating in 6 National Energy Education Development

(NEED) project energy centers. In these centers students explored heat, light, and potential energy concepts focusing on the idea that

more of a result (more of a change) meant more energy was present.

* Next students were introduced to CER (claim, evidence, reasoning) based on the following claim: A toy car will travel faster if it

begins at a higher point. Students planned an investigation (with teacher input and guidance full group) and collected data to discover if

this claim was true or not and why. Students had to complete a CER page on this.

Page | 2 Authors: Becky Bryant, Crittenden County Schools, Kentucky ©University of Louisville Center for Research in Mathematics and Science Teacher Development Diane Johnson, Partnership Institute for Math and Science Education Reform May be used by teachers in nonprofit, classroom teaching environments

Project ASSESS (2016-18) – sponsored by KY Dept. of Education (KDE) MSP Program NOTE: All materials are those of the project team and do not represent KDE endorsement. * Students then were introduced to the idea that two steel balls can burn a hole in paper when collided (using the burnt hole as evidence

of thermal energy being created by the collision). Students got to experiment with steel balls and completed another CER page.

d. Student Task/Prompt – see end of document for exact copy of handouts distributed to students

- See Student Task Sheets at end for the task.

e. Success Criteria

Exemplary student response: Dashiell is the winner. His marble moved the cup the farthest, 15 cm, which was ¾ cm farther than Owen’s, who would be second and 3½ cm farther than Lydia’s, who would be last. In order for Dashiell’s marble to move the cup the farthest, it had to transfer more energy to the cup than the other marbles. Motion is an indicator of energy. The faster an object is moving, the more impact it can have on another object. So, the faster the marble was moving, the more it could move the cup, when it hit it. In addition to the distance moved, the loudness of the marble hitting the back of the cup indicates more energy was transferred. Although Owen’s cup made a loud thud, it didn’t move as far. Because faster objects have more impact than objects moving more slowly, they have more energy that can be transferred. Therefore, the speed of an object is related to the energy of the object making Dashiell the winner.

f. Next Instructional Steps

For students who had trouble analyzing and interpreting data: provide good and not-so-good examples of data analysis and have students explain the difference between the two. Then, have those students use their descriptors of ‘good’ data analysis and apply to their answer.

Page | 3 Authors: Becky Bryant, Crittenden County Schools, Kentucky ©University of Louisville Center for Research in Mathematics and Science Teacher Development Diane Johnson, Partnership Institute for Math and Science Education Reform May be used by teachers in nonprofit, classroom teaching environments

Project ASSESS (2016-18) – sponsored by KY Dept. of Education (KDE) MSP Program NOTE: All materials are those of the project team and do not represent KDE endorsement. For students who had trouble connecting their data analysis with reasoning from the science they have been studying: review the class model of energy to date. Have students star ideas that relate to the marble scenario and explain the relationship. Have students compare the marble scenario to the ball and the gong experience and to the six energy centers and identify what is similar and what is different to help them make the connection that only the context has changed, the “rules” they have determined are the same. Provide students with sentence frames to help them organize their thinking. For students who provided a good/exemplary response: Challenge students to determine ways to improve the data collected. How could we determine the loudness of the sound? How could we determine the speed of the marble? These students could discuss whether qualitative and quantitative data is best for determining winners.

g. Student Work Samples

Not available based on revisions.

h. Reflection and Revision

Not available based on revisions.

NOTE: Student handout pages begin on next page

Page | 4 Authors: Becky Bryant, Crittenden County Schools, Kentucky ©University of Louisville Center for Research in Diane Johnson, Partnership Institute for Math and Science Education Reform Mathematics and Science Teacher Development

May be used by teachers in nonprofit, classroom teaching environments

Project ASSESS (2016-18) – sponsored by KY Dept. of Education (KDE) MSP Program NOTE: All materials are those of the project team and do not represent KDE endorsement.

Marble Madness

The results are in from the annual fourth grade marble madness competition, and you must pick the

winner. Here’s the set up used by contestants:

Marble Madness Championship Round Data

Contestant Distance Cup Moved Loudness of Marble Hitting the

Back of the Cup Description

of Speed

Lydia 11 ½ cm Soft thud Fast

Jackson 13 cm Medium thud Fast

Gabriel 12 ¾ cm Medium thud Fast

Dashiell 15 cm Loud thud Fast

Owen 14 ¼ cm Loud thud Fast

The contest rules state: “the marble which transferred the most energy to the cup will be declared the

winner.”

Who will you name as the winner? ______________________________________________________

How will you explain why this person’s marble had the most energy?

Flick marble

from here

Image from: