North Carolina K-5 Essential Standards by E1j5WAIF

VIEWS: 8 PAGES: 28

									North Carolina Essential Standards K-5   Guide to Keeley’s Formative Probes
KINDERGARTEN
Essential Standard and                     Formative Assessment Description of probe
Clarifying Objectives                      Probe volume, title
                                           and page number

K.P.1 Understand the positions and         Volume 1                        Elicits student ideas about sound
motions of objects and organisms           Making Sound p.44               production.
observed in their environment.                                             *do students recognize that
                                                                           sounds result from vibrations
K.P.1.1 Compare the relative position                                      produced by an object?
of various objects observed in the
classroom and outside using position
words such as: in front of, behind,
between, on top of, under, above,
below and beside.
K.P.1.2 Give examples of different
ways objects and organisms move (to
include falling to the ground when
dropped):
      Straight
      Zigzag
      Round and round
      Back and forth
      Fast and slow


K.P.2 Understand how objects are           Volume 1                        Elicits student ideas about light
described based on their observable        Can it Reflect light? P. 25     reflection off ordinary materials.
properties and how they are used.

K.P.2.1 Classify objects by observable
properties (including size, color,
shape, texture, weight and flexibility).
K.P.2.2 Compare the observable
properties of different kinds of
materials (clay, wood, cloth, paper,
etc) from which objects are made and
how they are used.


K.E.1 Understand change and                Added probe                     Elicits student ideas about
observable patterns of weather that        Dress Me Up!                    weather and how it impacts daily
occur from day to day and                  Attachment 1                    life.
throughout the year.

K.E.1.1 Infer that change is something
that happens to many things in the
environment based on observations
made using one or more of their
senses.
K.E.1.2 Summarize daily weather
conditions noting changes that occur
throughout the year.
K.E.1.3 Compare weather patterns


North Carolina Essential Standards K-5                                   Guide to Keeley’s Formative Probes
that occur from season to season.


K.L.1 Compare characteristics of           I) Volume 1                 I) Elicits student ideas about
animals that make them alike and           Is it an Animal? P. 117     animals.
different from other animals and                                       *determine what is classified as
nonliving things.                          II) Volume 1                an organism by the student, and
                                           Is it Living? P. 123        how.
K.L.1.1 Compare different types of                                     II) Elicits student ideas about
the same animal (i.e. different types of   III) Volume 3               living and non living things
dogs, different types of cats, etc.) to    Respiration p. 131          *determine what attributes
determine individual differences                                       students focus on when
within a particular type of animal.                                    considering whether something is
K.L.1.2 Compare characteristics of                                     or once was living.
living and nonliving things in terms of                                III) Elicits student ideas about
their:                                                                 needs of living things. *NOTE:
      Structure.                                                      It is suggested that the teacher
      Growth.                                                         modify this prompt for use in the
      Changes.                                                        primary grades in such a way that
      Movement.                                                       it will focus on the basic need for
      Basic needs.                                                    air.




North Carolina Essential Standards K-5                               Guide to Keeley’s Formative Probes
GRADE 1
Essential Standard and                    Formative Assessment Description of probe
Clarifying Objectives                     Probe volume, title
                                          and page number

1.P.1 Understand how forces               Added Probe                   Elicits student ideas about force
(pushes and pulls) affect the motion      Make me go!                   and motion.
of an object.                             Attachment 2

1.P.1.1 Explain the importance of a
push or pull to changing the motion of
an object.
1. P.1.2 Explain how some forces
(pushes and pulls) can be used to make
things move without touching them,
such as magnets.
1.P.1.3 Predict the effect of a given
force on the motion of an object,
including balanced forces.


11.E.1 Recognize the features and         I) Volume 1                   I) Elicits student ideas about the
patterns of the earth/moon/sun            Gazing at the Moon p.177      earth moon sun system.
system as observed from Earth.                                          *determines whether students
                                                                        think moon phases change with
1.E.1.1 Recognize differences in the                                    geographic location of
features of the day and night sky and                                   observation.
apparent movement of objects across
the sky as observed from Earth.           II) Volume 2                  II) Elicits student ideas about
1.E.1.2 Recognize patterns of             Objects in the Sky p. 185     when objects can be seen in the
observable changes in the Moon’s                                        sky.
appearance from day to day.

1.E.2 Understand the physical
properties of Earth materials that        I) Volume 2                   I) Elicits student ideas about
make them useful in different ways.       Is it a Rock? (version 1)     rocks, particularly whether they
                                          P. 151                        realize rocks occur in many sizes
1.E.2.1 Summarize the physical                                          and shapes.
properties of Earth materials,
including rocks, minerals, soils and      II) Volume 2                  II) Elicits student ideas about
water that make them useful in            Is it a Rock? (version 2)     rocks, particularly concepts of
different ways.                           p. 157                        geological origins.
1. E.2.2 Compare the properties of soil
samples from different places relating
their capacity to retain water, nourish
and support the growth of certain
plants.


1.L.1 Understand characteristics of       I) Volume 1                   I) Elicits students’ ideas about
various environments and behaviors        Is It an Animal p. 117        animals.
of humans that enable plants and                                        *determine whether an organism
animals to survive.                                                     is classified as an animal



North Carolina Essential Standards K-5                                Guide to Keeley’s Formative Probes
1.L.1.1Recognize that plants and
animals need air, water, light (plants
only), space, food and shelter and that    II) Volume 1                     II) Elicits student ideas about
these may be found in their                Is it Living? P.123              living and non living things
environment.                                                                *determine what attributes
1.L.1.2 Give examples of how the                                            students focus on when
needs of different plants and animals                                       considering whether something is
can be met by their environments in                                         or once was living
North Carolina or different places
throughout the world.                      III) Volume 2                    III) Elicits student ideas about
1. L.1.3 Summarize ways that humans        Is it a Plant p. 94              plants and how they classify
protect their environment and/or                                            organisms as plants.
improve conditions for the growth of
the plants and animals that live there.    IV) Volume 2                     IV) Elicits whether students
(e.g., reuse or recycle products to        Needs of Seeds p. 101            recognize that seeds have needs
avoid littering.)                                                           similar to those of other
                                                                            organisms.

                                           V) Volume 2                      V) Elicits student ideas about
                                           Plants in the Dark and Light     plant needs and growth.
                                                             p. 107

                                           VI) Volume 3                     VI) Elicits student ideas about
                                           Respiration p. 131               needs of living things. Modify the
                                                                            prompt in the primary grade band
                                                                            to focus on the basic need for air.

                                           VII) Volume 4                    VII) Elicits student ideas about
                                           Is It Food? P. 91                what is/is not food. This probe is
                                                                            most useful at this grade level if it
                                                                            is adapted to use visual prompts
                                                                            that are more limited in number
                                                                            and to include non food items.


1.L.2 Summarize the needs of living        I) Volume 1                      I) Elicit students’ ideas about
organisms for energy and growth.           Is It an Animal p. 117           animals.
                                                                            *determine whether an organism
1.L.2.1 Summarize the basic needs of                                        is classified as an animal by the
a variety of different plants (including                                    student.
air, water, nutrients, and light) for      II) Volume 1
energy and growth.                         Is it Living? P.123              II) Elicit student ideas about
1.L.2.2 Summarize the basic needs of                                        living and non living things
a variety of different animals                                              *determine what attributes
(including air, water, and food) for                                        students focus on when
energy and growth.                                                          considering whether something is
                                                                            or once was living.
                                           III) Volume 2
                                           Is it a Plant p. 94              III) Elicits student ideas about
                                                                            plants and how they classify
                                                                            organisms as plants.
                                           IV) Volume 2
                                           Needs of Seeds p. 101            IV) Elicits whether students
                                                                            recognize that seeds have needs
                                                                            similar to those of other
                                                                            organisms.


North Carolina Essential Standards K-5                                    Guide to Keeley’s Formative Probes
                                         V) Volume 2                      V) Elicits student ideas about
                                         Plants in the Dark and Light     plant needs and growth.
                                         p. 107

                                         VI) Volume 3                     VI) Elicits student ideas about
                                         Respiration p. 131               needs of living things. Modify the
                                                                          prompt in the primary grade band
                                                                          to focus on the basic need for air.




North Carolina Essential Standards K-5                                  Guide to Keeley’s Formative Probes
GRADE 2
Essential Standard and                    Formative Assessment Description of probe
Clarifying Objectives                     Probe volume, title
                                          and page number

2.P.1 Understand the relationship         Volume 1                     Elicits student ideas about sound
between sound and vibrating               Making Sound p.44            production.
objects.                                                               *do students recognize that
                                                                       sounds result from vibrations
2.P.1.1 Illustrate how sound is                                        produced by an object?
produced by vibrating objects and
columns of air.
2.P.1.2 Summarize the relationship
between sound and objects of the body
that vibrate – eardrum and vocal cords.


2.P.2 Understand properties of            I) Volume1                   I) Elicits student ideas about
solids and liquids and the changes        Ice Cubes in a Bag p. 49     conservation of matter in the
they undergo.                                                          context of substances and changes
                                                                       of state
2.P.2.1 Give examples of matter that                                   *determines whether students
change from a solid to a liquid and                                    believe there will be a change of
from a liquid to a solid by heating and                                mass when ice changes to liquid
cooling.                                                               water…..and their reasoning.
2.P.2.2 Compare the amount (volume                                     *do students connect the idea of
and weight) of water in a container                                    closed systems to conservation?
before and after freezing.
2.P.2.3 Compare what happens to           II) Volume 1                 II) Elicits student ideas about
water left in an open container over      Lemonade p. 55               conservation of matter in the
time as to water left in a closed                                      context of dissolving.
container.                                                             *what do students think about the
                                                                       total weight/mass of a solution
                                                                       when a solute seems to
                                                                       ‘disappear’ in a liquid.

                                          III) Volume 1                III) Elicits student ideas about
                                          Wet Jeans p. 155             where water goes right after it
                                                                       evaporates.
                                                                       **determines whether students
                                                                       understand that water exists in the
                                                                       air around us in the form of water
                                                                       vapor.

                                          IV) Volume 3                 IV) Elicits student ideas about
                                          Is It a Solid? P. 25         solids.

                                          V) Volume 4                  V) Elicits student ideas about
                                          Salt Crystals p. 39          properties. *NOTE: for this grade
                                                                       level this probe might need to be
                                                                       modified to focus on predicting
                                                                       what salt crystals look like using
                                                                       magnifiers.



North Carolina Essential Standards K-5                               Guide to Keeley’s Formative Probes
2.E.1 Understand patterns of               Volume 3                       Elicits student ideas about an
weather and factors that affect            What Are Clouds Made of?       everyday object – clouds. For this
weather.                                   p. 155                         grade level the prompt should be
                                                                          modified/simplified.
2.E.1.1 Summarize how energy from
the sun serves as a source of light that
warms the land, air and water.
2.E.1.2 Summarize weather conditions
using qualitative and quantitative
measures such as:
      Temperature
      Wind direction
      Wind speed
      Precipitation
2.E.1.3 Compare weather patterns that
occur over time and relate observable
patterns to time of day and time of
year.
2.E.1.4 Recognize the tools that
scientists use for observing, recording,
and predicting weather changes from
day to day and during the seasons.


2.L.1 Understand animal life cycles.       I) Volume 1                    I) Elicit students’ ideas about
                                           Is it an Animal? P. 117        animals
2.L.1.1 Summarize the life cycle of                                       *determine whether an organism
animals:                                                                  is classified as an animal
      Birth.
      Developing into an adult
      Reproducing                         II) Volume 3                   II) Elicits student ideas about life
      Aging and death                     Does it have a Life Cycle?     cycles.
2.L.1.2 Compare life cycles of             P. 111
different animals such as, but not
limited to, mealworms, ladybugs,           III) Volume 3                  III) Elicits student ideas about
crickets, guppies or frogs.                Sam’s Puppy p. 125             growth and development.

                                           IV) Volume 4                   IV) Elicits student ideas about
                                           Chicken Eggs p. 105            life cycles, growth and
                                                                          development. *NOTE: for this
                                                                          grade level this probe needs to be
                                                                          modified. Perhaps asking what
                                                                          happens to the yolk as the chick
                                                                          develops is sufficient. While
                                                                          elementary students can grasp the
                                                                          notion that the developing chick
                                                                          needs food and the yolk is that
                                                                          food, they cannot grasp the more
                                                                          complex idea of food being
                                                                          transformed into body material.




North Carolina Essential Standards K-5                                  Guide to Keeley’s Formative Probes
2.L.2 Remember that organisms            Added probe           Elicits student ideas about how
differ from or are similar to their      Like and Not Like     parents and offspring are alike and
parents based on the characteristics     Attachment 3          not alike.
of the organism.

2.L.2.1 Identify ways in which many
plants and animals closely resemble
their parents in observed appearance
and ways they are different.
2.L.2.2 Recognize that there is
variation among individual organisms
of a particular kind within a
population.




North Carolina Essential Standards K-5                       Guide to Keeley’s Formative Probes
GRADE 3
Essential Standard and                          Formative Assessment Description of probe
Clarifying Objectives                           Probe volume, title
                                                and page number

 3.P.1 Understand motion and                    I) Volume 1                     I) Elicits student ideas about
 factors that affect motion.                    Talking about Gravity p. 97     gravity.
                                                                                *recognition that gravity is a
3. P.1.1 Infer changes in speed or direction                                    universal force that exists
resulting from forces acting on an object.                                      everywhere in space.
3. P.1.2 Compare the relative speeds
(faster or slower) of objects that travel the
same distance in different amounts of time.     II) Volume 4                    II) Elicits student ideas about
3. P.1.3 Explain the effect of earth’s          Standing on One Foot p. 61      constancy of weight.
gravity on the motion of any object on or
near the earth.



3.P.2 Understand the structure and              I) Volume1                      I) Elicits student ideas about
      properties of matter before               Ice Cubes in a Bag p. 49        conservation of matter in the
      and after they undergo a                                                  context of substances and changes
      change.                                                                   of state.
                                                                                *determines whether students
3.P.2.1 Recognize that air is a                                                 believe there will be a change of
substance that surrounds us, takes up                                           mass when ice changes to liquid
space and has mass.                                                             water…..and their reasoning
3.P.2.2 Compare solids, liquids, and                                            *do students connect the idea of
gases based on their basic properties.                                          closed systems to conservation?
3.P.2.3 Summarize changes that occur
to the observable properties of                 II) Volume 1                    II) Elicits student ideas about
materials when different degrees of             Lemonade p. 55                  conservation of matter in the
heat are applied to them, such as                                               context of dissolving
melting ice or ice cream, boiling water                                         *what do students think about the
or an egg, or freezing water.                                                   total weight/mass of a solution
                                                                                when a solute seems to
                                                                                ‘disappear’ in a liquid.

                                                III) Volume 1                   III) Elicits student ideas about
                                                Is it Matter? P.79              what matter is.
                                                                                *reveals what characteristics
                                                                                students use to decide if
                                                                                something is to be considered
                                                                                matter.

                                                IV) Volume 1                    IV) Elicits student ideas about
                                                Wet jeans p. 155                where water goes right after it
                                                                                evaporates.
                                                                                **determines whether students
                                                                                understand that water exists in the
                                                                                air around us in the form of water
                                                                                vapor.

                                                V) Volume 2                     V) Elicits student ideas about the
                                                Comparing cubes p 19            relationship of mass (weight) and



North Carolina Essential Standards K-5                                        Guide to Keeley’s Formative Probes
                                                                         volume.

                                          VI) Volume 2                   VI) Elicits student ideas about the
                                          Floating Logs p. 27            impact of changes as well as ideas
                                                                         about sinking/floating.

                                          VII) Volume 2                  VII) Elicits student ideas about
                                          What’s in the Bubbles?         changes in state.
                                          P.65

                                          VIII) Volume 3                 VIII) Elicits student ideas about
                                          Is it a Solid? P. 26           solids. Reveals the macroscopic
                                                                         properties students use to decide
                                                                         whether a given material is a
                                                                         solid.

                                          IX) Volume 3                   IX) Elicits student ideas about the
                                          Floating Balloon p. 39         properties of gasses.

                                          X) Volume 3                    X) Elicits student ideas about
                                          Hot and Cold Balloon p. 45     conservation of matter.

                                          XI) Volume 3                   XI) Elicits student ideas about the
                                          What are Clouds made of?       formation of clouds. *determine
                                          p. 155                         conceptual depth and
                                                                         understanding of changes of states
                                                                         in matter.

                                          XII) Volume 3                  XII) Elicits student ideas about
                                          Where did the water come       condensation. *do students know
                                          from? P. 163                   the air contains water vapor?


3.P.3 Recognize how energy can be         I) Volume 1                    I) Elicits ideas about sources of
     transferred from one object to       The Mitten Problem p. 103      heat energy.
     another.                                                            *differentiate between a heat
                                                                         source and an object affected by a
3.P.3.1 Recognize that energy can be                                     heat source.
transferred from one object to another
by rubbing them against each other.       II) Volume 1                   II) Elicit ideas about temperature.
3.P.3.2 Recognize that energy can be      Objects and Temperature        *non heat producing materials
transferred from a warmer object to a      p. 109                        exposed to the same ambient
cooler one by contact or at a distance                                   temperature conditions will have
and the cooler object gets warmer.                                       the same temperature.
                                          III) Volume 2
                                          Ice Cold lemonade p.77         III) Elicits student ideas about the
                                                                         transfer of energy.


3.E.1 Recognize the major                 I) Volume 2                    I) Elicits student ideas about the
     components and patterns              Darkness at Night p. 172       day/night cycle.
     observed in the
     earth/moon/sun system.               II) Volume 3                   II) Elicits student ideas about
                                          Me and My Shadow p. 185        light and shadows and how
3.E.1.1Recognize that the earth is part                                  shadows change throughout the



North Carolina Essential Standards K-5                                 Guide to Keeley’s Formative Probes
of a system called the solar system that                                   day.
includes the sun (a star), planets, and
many moons and the earth is the third       III) Volume 3                  III) Elicits student ideas about
planet from the sun in our solar            Where Do Stars go? P. 191      where stars are during daytime.
system.                                                                    *Can also probe for student
3.E.1.2 Recognize that changes in the                                      knowledge of patterns that occur
length and direction of an object’s                                        in the (night) sky over time.
shadow indicate the apparent changing
position of the Sun during the day
although the patterns of the stars in the
sky, to include the Sun, stay the
same.


3.E.2 Compare the structures of the         Volume 1                       Elicits student ideas about
     Earth’s surface using models           Beach Sand p. 163              weathering, erosion, deposition,
     or three-dimensional                                                  and landforms.
     diagrams.                                                             *determines whether students
                                                                           recognize that sand on a beach
3.E.2.1 Compare Earth’s saltwater and                                      may have come from distant
freshwater features (including oceans,                                     mountains and landforms as a
seas, rivers, lakes, ponds, streams, and                                   result of weathering, erosion, and
glaciers).                                                                 deposition.
3.E.2.2 Compare Earth’s land features
(including volcanoes, mountains,
valleys, canyons, caverns, and islands)
by using models, pictures, diagrams,
and maps.


3.L.1Understand human body                  Volume 1                       Elicits student ideas about levels
     systems and how they are               Human Body Basics p. 139       of organization in living
     essential for life: protection,                                       organisms.
     movement, and support.                                                *determine whether students
                                                                           recognize cells as the basic unit of
3.L.1.1 Compare the different                                              structure and function for carrying
functions of the skeletal and muscular                                     out life processes
system
.L.1.2 Explain why skin is necessary
for protection and for the body to
remain healthy.


3.L.2 Understand how plants                 I) Volume 1                    I) Elicits student ideas about the
survive in their environments.              Functions of Living Things     functions carried out by plants and
                                            p. 147                         animals for maintaining life.
3.L.2.1 Remember the function of                                           *determines whether students
the following structures as it relates to                                  recognize that plants and animals
the survival of plants in their                                            share several common life
environments:                                                              functions even though they are
Roots – absorb nutrients;                                                  seemingly very different.
Stems – provide support
Leaves – synthesize food;                   II) Volume 2                   II) Elicits student ideas about
Flowers – attract pollinators               Is it a Plant? P. 93           plants and how students classify
            and produce seeds for                                          organisms as plants.
            reproduction


North Carolina Essential Standards K-5                                   Guide to Keeley’s Formative Probes
3.L.2.2 Explain how environmental
conditions determine how well plants       III) Volume 2                    III) Elicits student ideas about
survive and grow.                          Needs of Seeds p. 101            seeds.
3.L.2.3 Summarize the distinct
phases of the life cycle of seed plants.   IV) Volume 2                     IV) Elicits student ideas about
3.L.2.4 Explain how the basic              Plants in the Dark and Light     plant growth.
properties (texture and capacity to        p. 107
hold water) and components (sand,
clay and humus) of soil determine the      V) Volume 2                      V) Elicits student ideas about
ability of soil to support the growth      Is it Food for Plants? P113      food and plants. Helps to identify
and survival of many plants.                                                misconceptions about plants
                                                                            getting their food from soil.

                                           VI) Volume 2                     VI) Provides early information
                                           Giant Sequoia Tree               about the formation of student
                                                                            ideas about the transformation of
                                                                            matter in living systems.




North Carolina Essential Standards K-5                                    Guide to Keeley’s Formative Probes
GRADE 4
Essential Standard and                      Formative Assessment Description of probe
Clarifying Objectives                       Probe volume, title
                                            and page number

4.P.1 Explain how various forces            Volume 4                     Elicits student ideas about
      affect the motion of an object.       Magnets in Water p. 67       magnetism.

4.P.1.1 Explain how magnets interact
with all things made of iron and with
other magnets to produce motion
without touching them.
4.P.1.2 Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.



4.P.2 Understand the composition            I) Volume1                   I) Elicits student ideas about
and properties of matter before and         Ice Cubes in a Bag p. 49     conservation of matter in the
after they undergo a change or                                           context of substances and changes
interaction.                                                             of state.
                                                                         *determines whether students
4.P.2.1 Compare the physical                                             believe there will be a change of
properties of samples of matter:                                         mass when ice changes to liquid
(strength, hardness, flexibility, ability                                water…..and their reasoning
to conduct heat, ability to conduct                                      *do students connect the idea of
electricity, ability to be attracted by                                  closed systems to conservation?
magnets, reactions to water and
 fire).                                     II) Volume 1                 II) Elicits student ideas about
4.P.2.2 Explain how minerals are            Lemonade p. 55               conservation of matter in the
identified using tests for the physical                                  context of dissolving.
properties of hardness, color, luster,                                   *what do students think about the
cleavage and streak.                                                     total weight/mass of a solution
4.P.2.3 Classify rocks as                                                when a solute seems to
metamorphic or sedimentary based on                                      ‘disappear’ in a liquid?
their composition, how they are
formed and the processes that create        III) Volume 1                III) Elicits student ideas about
them.                                       Is it Matter? P.79           what matter is.
                                                                         *reveals what characteristics
                                                                         students use to decide if
                                                                         something is to be considered
                                                                         matter.

                                            IV) Volume 1                 IV) Elicits student ideas about a
                                            The Rusty Nails p. 91        common chemical change.
                                                                         *determines whether students
                                                                         think rusting is a change in which
                                                                         mass decreases Elicits student
                                                                         ideas about a common chemical
                                                                         change.
                                                                         *determines whether students
                                                                         think rusting is a change in which



North Carolina Essential Standards K-5                                 Guide to Keeley’s Formative Probes
                                                                           mass decreases.
                                           V) Volume 4                     V) Elicits student ideas about
                                           Salt crystals p. 39             properties. *NOTE: for this grade
                                                                           level this probe needs to be
                                                                           modified to focus on predicting
                                                                           what salt crystals look like using
                                                                           magnifiers or microscopes.


4.P.3 Recognize that energy takes          I) Volume 1                     I) Elicits student ideas about light
various forms that may be grouped          Can It Reflect Light? P. 25     reflection off ordinary materials.
based on their interaction with                                            * determine whether students
matter.                                                                    recognize that all non light
                                                                           emitting objects that we can see
 4.P.3.1 Recognize the basic forms of                                      reflect some light.
 energy (light, sound, heat, electrical,
 and magnetic) as the ability to cause     II) Volume 1                    II) Elicits student ideas about
 motion or create change.                  Apple in the Dark p. 31         how we see objects.
 4.P.3.2 Recognize that light travels                                      *determine whether students
 in a straight line until it strikes an                                    know that light must be reflected
 object or travels from one medium to                                      and enter the eye in order for a
 another, and that light can be                                            non light emitting object to be
 reflected, refracted, and absorbed.                                       visible.

                                           III) Volume 1                   III) Elicits student ideas about
                                           Birthday Candles p. 37          how light travels outward from its
                                                                           source.
                                                                           *determine whether students
                                                                           understand that light will travel
                                                                           outward from its source, generally
                                                                           in a straight line.

                                           IV) Volume 3                    IV) Elicits student ideas about
                                           Mirror on the Wall p.51         reflection of light.



4.E.1 Explain the causes of day and        I) Volume 1                     I) Elicits student ideas about the
      night and phases of the moon.        Gazing at the Moon p. 177       earth moon sun system.
4.E.1.1 Explain the cause of day and                                       *determines whether students
night based on the rotation of Earth on                                    think moon phases change with
its axis.                                                                  geographic location of
4.E.1.2 Explain the monthly changes                                        observation.
in the appearance of the moon, based
on the moon’s orbit around the Earth.      II) Volume 1                    II) Elicits student ideas as to what
                                           Going through a Phase           accounts for phases of the moon.
                                            p. 183                         *determines if students recognize
                                                                           the role of light reflection and the
                                                                           positional relationship of the
                                                                           Earth, Moon, and Sun in
                                                                           understanding why we see
                                                                           different phases of the Moon.

                                           III) Volume 2                   III) Elicits student ideas about the
                                           Darkness at Night p. 171        day/night cycle.




North Carolina Essential Standards K-5                                   Guide to Keeley’s Formative Probes
                                          IV) Volume 2                   IV) Elicits student ideas about the
                                          Emmy’s Moon and Stars          relative position of common
                                          p. 177                         objects seen in the sky.

                                          V) Volume 4                    V) Elicits student ideas about
                                          Moonlight p. 161               light and the moon. *NOTE:
                                                                         reflection of light is a prerequisite
                                                                         foundation.


4.E.2 Understand the use of fossils       I) Volume 1                    I) Elicits student ideas about
     and changes in the surface of        Beach Sand p. 163              weathering, erosion, deposition,
     the earth as evidence of the                                        and landforms.
     history of Earth and its                                            *determines whether students
     changing life forms.                                                recognize that sand on a beach
                                                                         may have come from distant
4.E.2.1 Compare fossils (including                                       mountains and landforms as a
molds, casts, and preserved parts of                                     result of weathering, erosion, and
plants and animals) to one another and                                   deposition.
to living organisms.
4.E.2.2 Infer ideas about Earth’s early   II) Volume 1                   II) Elicits student ideas about
environments from fossils of plants       Mountain Age p 169             processes that affect the shape of
and animals that lived long ago.                                         mountains.
4.E.2.3 Give examples of how the                                         *determines whether students
surface of the earth changes due to                                      consider weathering factors or if
slow processes such as erosion and                                       they intuitively believe taller
weathering, and rapid processes such                                     mountains are older.
as landslides, volcanic eruptions, and
earthquakes.                              III) Volume 2                  III) Elicits student ideas about
                                          Mountaintop Fossil p. 167      mountain formation.

                                          IV) Volume 4                   IV) Elicits student ideas about the
                                          Where Does oil come from?      fossil fuel (petroleum) commonly
                                          p. 151                         referred to as oil. *NOTE: In
                                                                         using this with elementary
                                                                         students, it might be advisable to
                                                                         reduce the number of foils in the
                                                                         prompt.


4.L.1 Understand the effects of           I) Volume 1                    I) Elicits student ideas about the
     environmental changes,               Functions of Living Things     functions carried out by plants and
     adaptations and behaviors that       p.147                          animals for maintaining life.
     enable animals (including                                           *determines whether students
     humans) to survive in changing                                      recognize that plants and animals
     habitats.                                                           share several common life
                                                                         functions even though they are
4.L.1.1 Give examples of changes in                                      seemingly very different.
an organism’s environment that are
beneficial to it and some that are        II) Volume 4                   II) Elicits student ideas about
harmful.                                  Is it Fitter? P. 119           natural selection. *Note: in this
4.L.1.2 Explain how animals meet                                         grade level it is best to modify this
their needs by using behaviors in                                        probe, removing all references to
response to information received from                                    natural selection and adaptation.
the environment.


North Carolina Essential Standards K-5                                 Guide to Keeley’s Formative Probes
4.L.1.3 Explain how humans can
adapt their behavior to live in           III) Volume 4              Elicits student ideas about global
changing habitats (e.g., recycling        Global Warming p. 143      warming. *NOTE: for
wastes, establishing rain gardens,                                   elementary grades it might be
 planting trees and shrubs to prevent                                helpful to reduce the number of
flooding and erosion).                                               foils in the prompt.
4.L.1.4 Explain how differences
among animals of the same population
sometimes give individuals an
advantage in surviving and
reproducing in changing habitats.


4.L.2 Understand food and the             I) Volume 4                I) Elicits student ideas about food
benefits of vitamins, minerals and        Is It Food? P. 91          and what makes something food
exercise.                                                            before they encounter the more
                                                                     sophisticated ideas about energy
4. L.2.1 Classify substances as food or                              flow and matter transformation
non-food items based on their ability                                associated with food.
to provide energy and materials for
survival, growth, and repair of the       II) Volume 4               II) Elicits student ideas about
body.                                     Catching A Cold p. 125     infectious disease and good health
4. L.2.2 Explain the role of vitamins                                factors.
and minerals, and exercise in
maintaining a healthy body.




North Carolina Essential Standards K-5                             Guide to Keeley’s Formative Probes
GRADE 5
Essential Standard and                    Formative Assessment Description of probe
Clarifying Objectives                     Probe volume, title
                                          and page number

5.P.1 Understand force, motion and        I) Volume 1                  I) Elicits student ideas about
      the relationship between them.      Talking About Gravity        gravity.
                                          p. 97                        *recognition that gravity is a
5. P.1.1 Explain how factors such as                                   universal force that exists
gravity, friction, and change in mass                                  everywhere in space.
affect the motion of objects.
5. P.1.2 Infer the motion of objects      II) Volume 3                 II) Elicits student ideas about
in terms of how far they travel in a      Apple on a Desk p.63         forces.
certain amount of time and the
direction in which they travel.           III) Volume 3                III) Elicits student ideas about
5. P.1.3 Illustrate the motion of an      Rolling Marbles p. 71        circular motion.
object using a graph to show a change
in position over a period of time.        IV) Volume 3                 IV) Elicits student ideas about
5. P.1.4 Predict the effect of a given    Dropping Balls p. 77         falling objects.
force or a change in mass on the
motion of an object.


5.P.2 Understand the interactions of      I) Volume1                   I) Elicits student ideas about
      matter and energy and the           Ice Cubes in a Bag p. 49     conservation of matter in the
      changes that occur.                                              context of substances and changes
                                                                       of state.
5. P.2.1Explain how the sun’s energy                                   *determines whether students
impacts the processes of the water                                     believe there will be a change of
cycle (including, evaporation,                                         mass when ice changes to liquid
transpiration, condensation,                                           water…..and their reasoning.
precipitation and runoff).                                             *do students connect the idea of
5. P.2.2 Compare the weight of an                                      closed systems to conservation?
object to the sum of the weight of its
parts before and after an interaction.    II) Volume 1                 II) Elicits student ideas about
5. P.2.3 Summarize properties of          Lemonade p. 55               conservation of matter in the
original materials, and the new                                        context of dissolving
material(s) formed, to demonstrate that                                *what do students think about the
a change has occurred.                                                 total weight/mass of a solution
                                                                       when a solute seems to
                                                                       ‘disappear’ in a liquid?

                                          III) Volume 1                III) Elicits student ideas about the
                                          Cookie Crumbles, p. 61       conservation of matter using an
                                                                       ordinary object.
                                                                       *is there a change in weight when
                                                                       something is broken apart?

                                          IV) Volume 1                 IV) Elicits student ideas about
                                          Seedlings in a Jar p. 67     conservation of matter in a closed
                                                                       system.
                                                                       *determines whether students can
                                                                       apply knowledge of conservation



North Carolina Essential Standards K-5                               Guide to Keeley’s Formative Probes
                                                                      of matter in a closed system to life
                                                                      science materials.

                                         V) Volume 1                  V) Elicits student ideas about the
                                         Is it Melting? P. 73         physical process of melting.
                                                                      *determines whether students
                                                                      recognize melting as a change in
                                                                      state from solid to liquid – and –
                                                                      if they confuse it with other
                                                                      physical changes such as
                                                                      dissolving.

                                         VI) Volume 1                 VI) Elicits student ideas about
                                         Is it Matter? P. 79          what matter is.
                                                                      *reveals what characteristics
                                                                      students use to decide if
                                                                      something is to be considered
                                                                      matter.

                                         VII) Volume 1                VII) Elicits student ideas about
                                         Is it Made of Molecules?     molecules.
                                         P. 85                        *determines whether students
                                                                      recognize that various examples
                                                                      of physical and biological
                                                                      material can be made of
                                                                      molecules (wholes made of parts).

                                         VIII) Volume 1               VIII) Elicits student ideas about a
                                         The Rusty Nails p. 91        common chemical change.
                                                                      *determines whether students
                                                                      think rusting is a change in which
                                                                      mass decreases.

                                         IX) Volume 1                 IX) Elicits student ideas about
                                         Wet jeans p. 155             where water goes right after it
                                                                      evaporates.
                                                                      **determines whether students
                                                                      understand that water exists in the
                                                                      air around us in the form of water
                                                                      vapor.

                                         X) Volume 4                  X) Elicits student ideas about
                                         Sugar Water p. 11            dissolving.

                                         XI) Volume 4                 XI) Elicits student ideas about
                                         Burning Paper p. 23          conservation of matter during
                                                                      combustion. *useful for
                                                                      determining elementary student’s
                                                                      intuitive ideas about conservation
                                                                      of matter in a closed system. *can
                                                                      be modified to probe ideas about
                                                                      types of changes.

                                         XII) Volume 4                XII) Elicits student ideas about
                                         Nails in a Jar p. 31         ideas about conservation of matter
                                                                      during a chemical change.


North Carolina Essential Standards K-5                              Guide to Keeley’s Formative Probes
                                                                        *useful for determining
                                                                        elementary student’s ideas about
                                                                        conservation of matter in a closed
                                                                        system. *can be modified to
                                                                        probe ideas about types of
                                                                        changes.

                                         XIII) Volume 4                 XIII) Elicits student ideas about
                                         Standing on One Foot p. 61     constancy of weight on Earth.


5.P.3 Explain how the properties of      I) Volume 1                    I) Elicits ideas about sources of
some materials change as a result of     The Mitten Problem p. 103      heat energy.
heating and cooling.                                                    *differentiate between a heat
                                                                        source and an object affected by a
5. P.3.1 Explain the effects of the                                     heat source.
transfer of heat (either by direct
contact or at a distance) that occurs    II) Volume 1                   II) Elicit ideas about temperature.
between objects at different             Objects and temperature p.     *non heat producing materials
temperatures. (conduction, convection    109                            exposed to the same ambient
or radiation)                                                           temperature conditions will have
5. P.3.2 Explain how heating and                                        the same temperature.
cooling affect some materials and how
this relates to their purpose and        III) Volume 2                  III) Elicits student ideas about
practical applications.                  Turning the Dial p. 47         boiling points.

                                         IV) Volume 2                   IV) Elicits student ideas boiling
                                         Boiling Time and               points as constant phenomena
                                         Temperature p. 53              *can determine whether students
                                                                        think boiling over time makes
                                                                        water ‘hotter’.

                                         V) Volume 2                    V) Elicits student ideas about
                                         Freezing Ice p. 59             freezing points.

                                         VI) Volume 2                   VI) Elicits student ideas about
                                         Ice Cold lemonade p. 78        transfer of heat energy.

                                         VII) Volume 2                  VII) Elicits student ideas about
                                         Mixing water p. 83             temperature and energy transfer.

                                         VIII) Volume 3                 VIII) Elicits student ideas about
                                         Where did the water come       heating and cooling and
                                         from? P. 163                   evaporation and condensation.

                                         IX) Volume 4                   IX) Elicits student ideas about
                                         Iron Bar p. 17                 why a metal expands when
                                                                        heated. References to atoms in
                                                                        the prompt should be removed for
                                                                        this grade level.

                                         X) Volume 4                    X) Elicits student ideas about
                                         Ice Water p. 45                temperature in the context of
                                                                        phases. It is important to note that
                                                                        at this grade level students are



North Carolina Essential Standards K-5                                Guide to Keeley’s Formative Probes
                                                                             building an experiential
                                                                             foundation for the ideas explored
                                                                             in this probe that will be more
                                                                             fully elaborated in middle school.

                                             XI) Volume 4                    XI) Elicits student ideas about
                                             Warming Water                   thermal energy. *NOTE: for this
                                                                             grade level this probe is most
                                                                             useful when modified to explore
                                                                             ideas about convection,
                                                                             conduction, and radiation.


5.E.1. Understand weather patterns           I) Volume 3                     I) Elicits student ideas about
and phenomena, making                        What Are Clouds made of?        clouds. Can be used to determine
connections to the weather in a                           p. 155             conceptual underpinning of ideas
particular place and time.                                                   about changes of state.

5. E.1.1 Compare daily and seasonal          II) Volume 3                    II) Elicits student ideas about
changes in weather conditions                Rainfall p. 171                 precipitation. * Do students
(including wind speed and direction,                                         understand what causes water in
precipitation, and temperature) and                                          clouds to fall as rain?
patterns.
5. E.1.2 Predict upcoming weather            III) Volume 4                   III) Elicits student ideas about the
events from weather data collected           Camping Trip p. 137             effects of solar radiation on
through observation and                                                      Earth’s temperature. * NOTE:
measurements.                                                                for elementary grades it might be
5.E.1.3 Explain how global patterns                                          helpful to reduce the number of
such as the jet stream and water                                             foils in the prompt.
currents influence local weather in
measurable terms such as temperature,        IV) Volume 4                    IV) Elicits student ideas about
wind direction and speed, and                Global Warming p. 143           global warming. *NOTE: for
precipitation.                                                               elementary grades it might be
                                                                             helpful to reduce the number of
                                                                             foils in the prompt.

5.L.1 Understand how structures              I) Volume 1                     I) Elicits student ideas about
     and systems of organisms (to            Is it Made of Cells? P. 131     objects and materials that are
     include the human body)                                                 made up of cells.
     perform functions necessary                                             *determine how students decide
     for life.                                                               whether something is or was once
                                                                             made up of cells.
5. L.1.1 Explain why some organisms
are capable of surviving as a single         II) Volume 1                    II) Elicits student ideas about
cell while others require many cells         Human Body Basics p. 139        levels of organization in living
that are specialized to survive.                                             organisms.
5. L.1.2 Compare the major systems                                           *determine whether students
of the human body (digestive,                                                recognize cells as the basic unit of
respiratory, circulatory, muscular,                                          structure and function for carrying
skeletal, cardiovascular) as it relates to                                   out life processes.
their functions necessary for life.
                                             III) Volume 1                   III) Elicits student ideas about the
                                             Functions of Living Things      functions carried out by plants and
                                             p.147                           animals for maintaining life.
                                                                             *determines whether students



North Carolina Essential Standards K-5                                     Guide to Keeley’s Formative Probes
                                                                      recognize that plants and animals
                                                                      share several common life
                                                                      functions even though they are
                                                                      seemingly very different.

                                          IV) Volume 2                IV) Elicits student ideas about
                                          Whale and Shrew p. 137      cell size and its relation to the size
                                                                      of an animal.

                                          V) Volume 3                 V) Elicits student ideas about the
                                          Cells and Size p. 117       size of cells, as well as developing
                                                                      concepts of scale.

                                          VI) Volume 3                VI) Elicits student ideas about
                                          Sam’s Puppy p. 125          cell size, and growth and
                                                                      development in organisms.

                                          VII) Volume 3               VII) Elicits student ideas about
                                          Respiration p. 131          essential life processes (need for
                                                                      air). Useful to determine basis for
                                                                      expanding conceptual
                                                                      understanding of respiration.

                                          VIII) Volume 4              VIII) Elicits student ideas about
                                          Digestive System p. 131     the digestive system. *Are
                                                                      students able to communicate that
                                                                      the digestive system breaks down
                                                                      food into material that the body
                                                                      can use for energy?


5.L.2 Understand the                      I) Volume 2                 I) Elicits student ideas about
     interdependence of plants and        Habitat Change p. 143       adaptation.
     animals with their ecosystem.
                                          II) Volume 3                II) Elicits student ideas about
5.L.2.1 Compare the characteristics       Rotting Apple p. 139        decay and decomposers.
of several common ecosystems,
including estuaries and salt marshes,     III) Volume 3               III) Elicits student ideas about the
oceans, lakes and ponds, forests, and     Earth’s Mass p. 147         cycling of matter.
grasslands)in terms of their ability to
support a variety of populations.
 5. L.2.2 Classify the organisms
within an ecosystem according to the
function they serve: producers,
consumers, or decomposers (biotic
factors).
5. L.2.3 Infer the effects that may
result from the interconnected
relationship of plants and animals to
their ecosystem.


5.L.3 Understand why organisms            Volume 2                    Elicits student’s basic ideas about
differ from or are similar to their       Baby Mice p. 129            inheritance of traits.
parents based on the characteristics
of the organism.


North Carolina Essential Standards K-5                              Guide to Keeley’s Formative Probes
5. L.3.1 Explain why organisms differ
from or are similar to their parents
based on the characteristics of the
organism.
5. L.3.2 Give examples of likenesses
that are inherited and some that are
not.




North Carolina Essential Standards K-5   Guide to Keeley’s Formative Probes
Attachment 1                                                              K.E.1




  How would you dress Thomas for a sunny day at the beach?
          Circle each thing that you think Thomas should wear.




North Carolina Essential Standards K-5        Guide to Keeley’s Formative Probes
Explain what you think Thomas should wear to the beach and some things
that you think he should not.

Can you make up one or two rules about dressing for warm weather?




North Carolina Essential Standards K-5         Guide to Keeley’s Formative Probes
Attachment 2                                                                       1.P.1




                   How could you make the barbell move?
                     Circle each thing that you think might work.




  yell                                   kick                         push




                        pull                           lift


North Carolina Essential Standards K-5                 Guide to Keeley’s Formative Probes
Explain the ways you think you might be able to make the barbell move.




North Carolina Essential Standards K-5          Guide to Keeley’s Formative Probes
Attachment 3                                                                  2.L.2




                     How is the tiger cub like its parents?
In the pictures above, you can see a tiger family. The father tiger is on the top, while the
mother is in the picture below with their cubs.
Tell how a young tiger cub is like and not like each of its parents. Explain your thinking.


North Carolina Essential Standards K-5                      Guide to Keeley’s Formative Probes

								
To top