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StorytellingSoundAssessment
- 1. Science Storytelling and Assessing Jo Anne Ollerenshaw, Ph.D.
- 4. Your thoughts, Please: Sequence your plan or method to assess students’ (science) knowledge.
- 13. Science Storytelling Conceptual Rubric Complete and accurate understanding , & may provide new insights or applications 4 Accurate understanding 3 Misconceptions or an incomplete understanding 2 Students use no physical sound science ideas. Little or no apparent understanding 1 Science Storytelling specific descriptions Score level description Score Level Criteria: Different properties of objects, when acted upon, have different sound characteristics. The action produces vibrations; when the vibrations stop, the sound stops.
- 16. Science Storytelling Conceptual Rubric Complete and accurate understanding , & may provide new insights or applications 4 Accurate understanding 3 Characters remember code activity, but the coconut sounds only attract attention, not used for communication codes. Misconceptions or an incomplete understanding 2 Little or no apparent understanding 1 Science Storytelling specific descriptions Score level description Score Level Criteria: Different properties of objects, when acted upon, have different sound characteristics. The action produces vibrations; when the vibrations stop, the sound stops.
- 19. Science Storytelling Conceptual Rubric Complete and accurate understanding , & may provide new insights or applications 4 You can hear sounds under water better than you can in the air. Accurate understanding 3 Misconceptions or an incomplete understanding 2 Little or no apparent understanding 1 Science Storytelling specific descriptions Score level description Score Level Criteria: Different properties of objects, when acted upon, have different sound characteristics. The action produces vibrations; when the vibrations stop, the sound stops.
- 22. Science Storytelling Conceptual Rubric Coconut phone attached to sax and base, vine wires crossed, allowed elephants across the river to hear the concert. They demonstrated playing different keys along the length of the sax and different length of base’s strings to produce different pitches. When the blowing and strumming stops the concert stops. Complete and accurate understanding , & may provide new insights or applications 4 Accurate understanding 3 Misconceptions or an incomplete understanding 2 Little or no apparent understanding 1 Science storytelling specific descriptions Score level description Score Level Criteria: Different properties of objects, when acted upon, have different sound characteristics. The action produces vibrations; when the vibrations stop, the sound stops.
- 23. Science Storytelling Conceptual Rubric Coconut phone attached to sax and base, vine wires crossed, allowed elephants across the river to hear the concert. They demonstrated playing different keys along the length of the sax and different length of base’s strings to produce different pitches. When the blowing and strumming stops the concert [sounds] stops. The student demonstrates a complete and accurate understanding of sound and communication, and may provide new insights or applications 4 You can hear sounds under water better than you can in the air. The student demonstrates an accurate understanding of the important concepts and generalizations about sound and communication. 3 Characters remember code activity, but the coconut sounds only attract attention, not used for communication codes. The student demonstrates an misconceptions or incomplete understanding of the important concepts and generalizations about sound and communication. 2 No science ideas evident The student demonstrates Little or no apparent understanding about the important concepts and generalizations about sound and communication. 1 Science Storytelling specific description Score level description Score Level Criteria: Different properties of objects, when acted upon, have different sound characteristics. The action produces vibrations; when the vibrations stop, the sound stops.
- 24. Please, provide your current thoughts: Sequence your plan or method to assess students’ (science) knowledge, in light of today’s activity.
Notes de l'éditeur
- People tell stories to figure out what life experiences mean. Narrative thought is a theory about the kind of thinking that goes on I a persons mind as they tell stories to figure out what life experiences mean.
- SO to recap, the teacher told a story to engage the children, which concluded with a pre-assessment question. The children are asked to develop a story prior to the unit to determine their understanding about science storytelling.
- Here is one groups storytelling, video plays as the audience watches children and reads text
- The students’ story is a level 2 while their science ideas are a level 1
- This is the first FOSS adapted science inquiry activity
- This is the first storytelling told after the inquiry activity
- Here is the rubric to score the second storytelling. The children’s narrative abilities stays at a level 2, but the science ideas incorporated into the story has increased to a level 2
- This is the second FOSS adapted inquiry
- This is the second storytelling after the second inquiry activity
- The rubric indicates that the children’s story remains at a level 2, but the science ideas incorporated into the storytelling increased to a level 3
- This is the third inquiry adapted from FOSS 3 and 4
- This is the children’s third and final storytelling after the third inquiry
- The rubric indicates that the children’s story remains at a level 2, but the science ideas in the story are a level 4
- The rubric to score science, is continually modified from the children’s work to make the specific descriptions more accurately reflect the developmental ages and learning styles of your children.