Task 3-Part C-Assessment Commentary

Middle Childhood Science
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.
1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[The main learning objective measured by the assessment I chose for the analysis is for
students to explain different factors that affect hurricane formation as it gains and loses
strength, and thus, identify how these factors inadvertently affect human life. This is measured
through written, free response questions (evidence based explanations) and the analysis of a
data table (Post Assessment Questions 9 15). Multiple-choice questions were also included
so students continue to practice this necessary skill (Post Assessment Questions 1 8).
Students have to take standardized tests throughout their academic life that are saturated with
multiple- choice questions. I made sure to include these questions to keep my students abreast
and active in test taking skills. The learning objective for the multiple choice questions center
around tornado, thunderstorm and hurricane formation.]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Assessment Task 3, Part D.
[
Total Possible
Questions Points
Question
1
1
Question
2
1
Question
3
1
Question
4
1
Question
5
1
Question
6
1
Question
1
% of
% of
% of
students
students students that did
that
that
not
earned earned meet
total
partial
the
points
credit
standard
87.50% n/a
12.50%
87.50% n/a
12.50%
87.50% n/a
12.50%
56.25% n/a
43.75%
43.75% n/a
56.25%
93.75% n/a
56.25% n/a
6.25%
43.75%
Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

1 of 11 | 10 pages maximum
All rights reserved.
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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

7
Question
8
Question
9
Question
10
Question
11
Question
12
Question
13
Question
14
Question
15 (extra
credit)
56.25% n/a
43.75%
81.25%
12.50%
6.25%
81.25%
6.25%
12.50%
25%
50%
25%
6.25%
75%
18.75%
87.50%
12.50%
0%
50%
6.25%
43.75%
93.75%
6.25%
0%
]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to
conceptual understanding,
use of scientific practices during inquiry, AND
development of an evidence-based explanation or reasonable prediction about a
real-world phenomenon.
Consider what young adolescents understand and do well, and where they continue to
struggle (e.g., common errors, confusions, need for greater challenge).
[As a whole class, my students expressed an excellent conceptual understanding of the
formation of hurricanes. This is seen in Question 9 and Question 10 of the post-assessment
quiz (see attached on pages 9 and 10 of this document), where students are asked what
strengthens and weakens a hurricanes momentum. In order to answer these two questions,
students must have strong prior knowledge of how hurricanes are formed. 81.25% of the whole
class (as seen in the above table in prompt 1b) demonstrated this knowledge correctly on the
post-assessment. Strengthening this prior knowledge through further review of hurricane
formation would be most productive to work on for those students who are still struggling with
these concepts. For Question 9, Student Samples 1, 2 and 3 each earned all possible points
because they specified what type of water keeps a hurricane fueled. All three Student Samples
also earned all points for Question 10 because they did not leave room for the instructor to
interpret their responses. Answers were clearly stated and did not include any vague,
misleading nuances. These samples are a great representation of the whole class
comprehension of this concept. As a whole class, students also showed stellar results in their
interpretation of the data table (scientific practice) supplied in Question 13 of the postassessment. Students showed mastery in their ability to view a given data table, and accurately
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dissect and articulate the information. 87.5% of the entire class (as seen in the above table in
prompt 1b) demonstrated mastery of this scientific practice (interpret data). Student Sample 3 (a
student with an IEP/specific learning disorder) represents the group of students who did not
earn all possible points for Question 13 (12.5%). She did not properly interpret her data in the
cloud coverage column, thus resulting in inaccuracies. Those students who are still struggling
will benefit from further practice with the interpretation of data tables.
As a whole class,
students struggled the most with Question 11 and 12 of the post-assessment. These questions
not only required conceptual understanding of hurricane formation, but also the ability to give
evidence based explanations through the scientific practice of constructing explanations.
Students showed they definitely had a conceptual understanding of hurricanes (as seen in
Question 9 and 10). However, 50%-75% of the whole class (as seen in the above table in
prompt 1b) of students lost points for incomplete explanations that were not supported by
evidence. Though most students claims were accurate, they still need to work on supporting
their assertions with evidence. Student Sample 2 (a student with an IEP/specific learning
disorder) represents this majority in Question 11. He stated that evaporation will increase a
hurricanes strength, but did not explain how this process occurred and why it would increase a
hurricanes strength. Student Sample 3 (student with an IEP/specific learning disorder)
represents the 25% of students who have not yet mastered the concept of making giving
evidence based explanations in Question 11. She did not properly write her claim or evidence
for her explanation, stating that hurricanes are unaffected by evaporation (not consistent with
the class performance on this question). As suggested above, it would be most productive for
students who are struggling with this concept to work on their conceptual understanding of
hurricane formation. It is the foundation of all the evidence-based explanations for this postassessment. The last example of an evidence-based explanation that almost earned all possible
points is in Student Sample 1s response to Question 12. He replied that Atlanta, Georgia would
most likely not experience a hurricane because it is far from warm oceans. This is excellent
insight, however, it is still lacking in its explanation as to why Atlanta being far away from warm
water is relevant. This student represents the 75% of the whole class that gave great
responses, but lacked the support of evidence.
As a whole class, students varied in
demonstrating their mastery of analyzing data in Question 14 of the post-assessment. Though
most students properly interpreted the data in Question 13, drawing conclusions from the
interpretation in the form of an analysis had varying results. 50% of students (as seen in the
above table in prompt 1b) properly used academic vocabulary terms in their analysis (air
pressure, wind speed and cloud coverage), and also accurately explained how each of these
factors changed as the hurricane approached the weather station. Student Sample 1 represents
this group of students. He responded: Air pressure changes because Hurricanes happen when
it decreases but the cloud coverage and wind speed increase. This response received full
credit for meeting the standard. Student Sample 3 represents the group of students who did not
reference the data table during their analysis (about 44% - as seen in the above table in prompt
1b). These students made vague references to how hurricanes can increase and decrease in
strength, but did not properly analyze data and use this as their support in answering Question
14. Students who are still struggling with the analysis of data would find it advantageous to
continue using the Gizmo Lab (as seen in Lesson 3) for practice. Doing online lab simulations in
class will increase this skill of analyzing data. As a whole class, students did relatively well on
the multiple-choice questions (as see in the above table prompt 1b Questions 1-8). Over 80% of
the students showed conceptual knowledge of 4 out of the 8 multiple-choice questions.
Students struggled with Question 5 the most: Where do tornados most typically occur? with
only 43.75% of students earning all points. However, most of the students who answered
incorrectly chose the next best answer. The correct answer choice was that tornados form
overland and across North Texas, Oklahoma, Kansas and Nebraska. Most students chose one
of the two answers, which ultimately shows that students still grasp the concept despite the
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incorrect answer choice. Student Sample 3 represents the majority of the class in this instant by
choosing over land as her answer. Students who did not receive full points for this question will
most improve by reading through each test question slowly and diligently. This will cause less
erroneous mistakes in the future. ]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[n/a]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. (Delete choices that do not apply.)
Written directly on work samples for the focus students

[The format that I have submitted as my evidence of feedback for the 3 focus students is written
directly on their work samples.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[Student Sample 1 performed extremely well on the post-assessment quiz. I provided feedback
that addressed his strengths and his needs throughout my comments. In Question 12, I said
Great claim! Very well written and accurate. This is a definite strength you have. However, you
need to improve your use of evidence to support your assertions. This is directly aligned with
the part of the learning objective that includes students explaining the factors that affect
hurricane formation as it loses strength. I continue with my comment to deepen student learning
and connect him to his prior knowledge. Why is Atlanta being far from warm water relevant?
Refer back to your response for Question 10 (prior knowledge). In this way, I am not giving my
student the answer. I am guiding him to find the proper explanation on his own. I deepen
student learning and promote higher-level thinking by saying in the same comment: What else
would be a reason Atlanta would most likely not experience a Hurricane? Because my student
only mentioned one reason (not being near warm water), I want him to go beyond what the
question asks and find other acceptable explanations to support his claim (i.e. hurricane losing
is strength once it travels over land). Other strengths that are included in my feedback for this
student was that he did excellent on his interpretation and analysis of the data in Question 13
and 14. He is strong in his ability to draw conclusions from the data. Lastly, I try and link this
student to a meaningful connection to our prior learning of Hurricane Katrina. For Question 15, I
write, Awesome! My family was definitely affected by Hurricane Katrina. They lost all of their
personal belongings in the storm. How else do you think people were affected by the
hurricanes? (physically, economically etc.) Refer back to the article we read in class to see
personal testimonies from young, middle school students who were also affected. Lets discuss
your findings during one on one conferences in class next week. This directly correlates to the
part of the learning objective that provides students an opportunity to identify how different
factors that cause hurricane/storm formation inadvertently affects human life.
Student
Sample 2 is one of my students who has an IEP. He is extremely bright, and did an awesome
job on the quiz. I provided feedback that addressed his strengths and his needs throughout my
comments. In Question 11, I said Great claim! This portion was accurately written. However, to
earn full credit, you need to support your claim with clear evidence. This statement shows my
student what he can improve on in further lessons. I go on to suggest ways in which he can
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improve his learning. In the same comment, I write, Referring to your response, what does
more air in the sky mean? Think about the process of evaporation we have discussed in class.
What happened to the warm water? In this way, I am allowing him to find the answer on his
own by connecting him to prior knowledge. He is accurate to say that evaporation strengthens a
hurricane, but he needs to explain this with evidence. This is directly aligned with the part of the
learning objective that includes students explaining different factors (in this case evaporation)
that affect hurricane formation as it increases in strength. Like Student Sample 1, Student
Sample 2 is strong in his interpretation of the data table in Question 13. However, in Question
14, Student Sample 2 almost earned full points for his analysis. I ask him probing questions to
connect him to his prior knowledge: Your interpretation of the data is excellent. But, you need
to make sure you are using this data to support your analysis. What occurs at areas of low
pressure? (prior knowledge) Refer back to our meteorology project on air pressure. What can
you find? By addressing both his strengths and his needs, I am maximizing his learning
potential.
Student Sample 3 is one of my students who has an IEP as well. She is a hard
worker, and it shows in her post-assessment. Like Student Sample 1 and 2, Student Sample 3
also had strengths in making her claims, but needs improvement on giving evidence-based
explanations (Question 11 and 12). On her work sample for Question 12 I wrote, Your claim is
well-written and almost meets the standard! You need to improve on supporting your claim with
evidence. How does Atlanta not being near an ocean make it unlikely to experience a
hurricane? Asking probing questions will allow the student to think deeper about the content.
She also struggled with her interpretation and analysis of the data table in Question 13 and 14
of the post-assessment. In my feedback, I attempt to make connections to prior knowledge from
Question 13 to improve her learning. I write, Look back at your data table. One of the columns
is interpreted incorrectly. Now, refer back to our online simulation lab. Do you see any
similarities? How so? We have already seen a similar table in the previous days lesson during
the online simulation lab (Lesson 3). Connecting my student to an example of the previous data
may help guide her in further learning. In Question 14, I commented, In order to gain full credit,
make sure to refer to the data table in Question 13. This will help you in improving your
analysis. Showing her encouragement in a way that shows she can always improve is an
essential part of great feedback. This directly aligns with the part of the learning objective that
includes students explaining how different factors (in this case wind speed, air pressure and
cloud coverage) affect hurricane formation as it gains momentum. This is measured through the
interpretation and analysis of data. ]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[Because all three of my focus students need to improve in giving evidence-based explanations,
I will support each of them by allowing them to use provided sentence stems on their next
assessment. When I ask verbal, probing questions, my students can fully support their claims
with the proper evidence. However, they need to work on giving these excellent explanations
without the aid of the instructor on written assessments. Sentence stems will be a great support
in their written discourse. Each of my focus students will be required to read over the feedback
on their post-assessments and bring in corrections for the instructor to review. Student Sample
1 will give his revisions in writing making sure to give supporting evidence to his claims. His
revisions will be written because, as shown in his feedback, he does well with writing out his
claims. This aligns with the learning objectives of the lesson, which entail students properly
explaining different factors that affect hurricane formation through written explanations. My
students must exercise the scientific practice of constructing explanations in order to master this
skill for future lessons. Because Student Sample 1 performed extremely well on this
assessment, I wanted to also challenge him to think deeper about storms and their impact on
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society. This directly correlates to the part of the learning objective that provides students an
opportunity to identify how different factors that cause hurricane/storm formation inadvertently
affects human life. He will begin to reflect on how people are constantly affected by
hurricanes/storms around the globe. This response will also be written and turned in with his
revisions. Student Sample 2 (a student with an IEP/specific learning disorder) will also review
the feedback on his assessment and turn in his revisions in writing, but I will provide him with
sentence stems to help facilitate his learning. He lost the most points on his assessment from
making claims without the support of evidence. He is strong with making claims about the
hurricanes as seen in his assessment, but practicing with the sentence stems will be a great
way for this student to fully understand the meaning and elements of an evidenced-based
explanation. This is linked to the learning objective of the lesson that involves students
explaining different factors that affect hurricane formation through evidence based explanations.
This student is also strong in his ability to interpret data, however, he is still learning how to
properly analyze this data. As my feedback states, Student Sample 2 puts in great effort. He
only missed one of the three parts of the analysis. I will have him review the meteorology project
we did the week prior that includes how weather is affected at areas of low and high pressure.
With his hard effort, I know that he will find his error immediately. Student Sample 3 (a
student with an IEP/specific learning disorder) struggled with supporting her claims with clear
evidence and interpreting/analyzing the data table. I will go over the assessment with her one
on one during help session (before school). I will allow her to give her answers verbally because
I know this is one of her strengths (from previous lessons and classroom discussion). I will then
allow her to use sentence stems so she can practice making full, verbal explanations. I will also
provide examples of different data charts and ask her to verbally analyze them. In this way, I
can fully assess my students thought process and guide her through her analysis. Lastly, as
seen in my feedback, Student Sample 3 also has strengths in giving great insight about the realworld phenomenon of hurricanes and their impact on human life. However, she needs to
improve on clearly stating her thoughts in written form. I will go over thinking strategies with her
during our one on one, and encourage her to re-read her work before submission. For the
whole class, students will turn in their revisions for the instructor to look over and check for
understanding. Then we will go over the quiz as a class. In this way, students have already had
an opportunity to look through their own mistakes and try and make corrections on their own.
We will go over the multiple- choice and free response questions that majority of students did
incorrectly. Now, students have revised their own work and discussed corrections with the class.
This is how I maximize support for my students by working with their strengths: engaging those
whose learning is improved during independent practice and those who learn content during
group discussions.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.

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2. Submit an additional video file named Language Use of no more than 5 minutes in
length and cite language use (this can be footage of one or more students language
use). Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the
selected language function,

vocabulary and/or symbols, AND
syntax or discourse
to develop content understandings.
[As a whole class, most of my students did relatively well interpreting and analyzing (language
functions) the data table (syntax) provided on the post-assessment (Question 13 and 14). Most
of my students interpreted the given data (Question 13) with complete accuracy. They used the
proper terminology to fill in their data tables (i.e. increase and decrease). However, though most
students had accurate data tables, only half of the entire class was able to use this data table to
analyze their findings. This group of students included the proper vocabulary terms (cloud
coverage, air pressure and wind speed) in their analysis. These students also used each of the
three vocabulary terms and properly explained how they changed as a hurricane approached a
weather station. An example of how this group of students was able to use these terms properly
was from Student Sample 1: Air pressure changes because Hurricanes happen when it
decreases but the cloud coverage and wind speed increase. This is an accurate analysis
because he used the term air pressure, and described how this factor decreases as the
hurricane approaches the weather station. He also used the terms cloud coverage and wind
speed and explained how each factor increases as the hurricane approaches the weather
station. This shows how he was able to analyze (language function) the data table (syntax)
while using the proper vocabulary terms (cloud coverage, wind speed, and air pressure).
Student Sample 2 (student with an IEP) slightly struggled to meet this standard. His response
said: More clouds form and the speed of the wind is faster and the air pressure increases. This
is almost meeting the standard, but he has shown some confusion in his analysis of air
pressure, and this limited him in demonstrating mastery of the language function (analyze).
Some of my students who still struggle with this concept will need further support in connecting
the data collected to their analysis.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of young adolescent learning presented in prompts 1bc,
describe next steps for instruction to impact student learning:
For the whole class

For the 3 focus students and other individuals/groups with specific needs
Consider the variety of young adolescent learners in your class who may require
different strategies/support (e.g., students with IEPs or 504 plans, English language
learners, struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students needing greater support or challenge).
[My students will find the next steps for instruction beneficial in the three areas that need the
most support according to prompt 1b-c. Most of my students struggled with 1. Making evidence
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based explanations (through the scientific practice of constructing explanations), 2. Analyzing

data (scientific practice) from a given table, and 3. Choosing the best answer during multiplechoice test questions. For the group of students who struggle with giving explanations, I will
differentiate by strategically providing sentence stems during assessments as a next step in
instruction. This will address the needs of this group of students because it will allow them to
properly construct evidence-based explanations. My students are strong with conceptual
understanding, and by providing the language support of sentence stems, this will allow my
students the opportunity to meet the standard. For the group of students who are still struggling
with the scientific practice of analyzing data, I will scaffold instruction by giving a teacher model
during the collection of data as a next step for instruction. As students view a visual
representation of my data table, I will then model how I can analyze the data. Students will be
able to follow my thought process, and in this way, they will understand what is expected of
them during in class discussions and assessments. They will then be given an opportunity to
work together with their classmates and discuss why an analysis of data is essential to the
culture of science. By strategically providing an exemplar model and collaborative group work
as supports for student learning, I increase my students ability to participate in the scientific
practice of analyzing data. Lastly, many of my students struggled with choosing the most
appropriate answer during the multiple-choice portion of their post-assessment. As a next step
of instruction, I will intentionally practice test-taking skills during review sessions before
assessments. I will encourage students to read through each answer choice before making a
final decision. These skills will benefit them during the state and national standardized exams
that are used to measure student performance.]
b. Explain how these next steps follow from your analysis of young adolescent learning.
Support your explanation with principles from research and/or theory as well as young
adolescent development.
[In providing sentence stems to support students writing evidence-based explanations, I am
creating a classroom atmosphere that aims to improve learning. When you incorporate
scaffolding in the classroom, you become more of a mentor and facilitator of knowledge rather
than the dominant content expert. This teaching style provides the incentive for students to take
a more active role in their own learning (Northern Illinois University, Faculty Development and
Instructional Design Center, pg. 1). Sentence stems will allow my students to be active
participants in the classroom through their verbal and written language of the science concepts.
The next step of instruction I discussed in prompt 4a was to use teacher models to support
student learning. This is also supported by research. As students are asked to explain their
ideas [] and critique those of others, including written examples, they learn from the experience
of encountering multiple examples of the level of precession and detail that scientific thinking
requires (Quinn, Lee & Valdes, Understanding Language, p.4). Once students have seen what
is expected through examples, they will then be able to work independently by using these
exemplars as a reference point. In this way, the zone of proximity is met: the distance between
the actual developmental level as determined by independent problem solving and the level of
potential development as determined through problem solving under adult guidance, or in
collaboration with more capable peers (Vygotsky, 1978, p. 86). This theory shows how we must
meet students where they are in their capabilities in order for them to reach their full, learning
potential/development. I also express the need for collaborative learning, supported by the
aforementioned Vygotsky theory, as a next step of instruction for those students who need
further help with their analysis of data. This learning adaptation is also supported by Vygotskys
social cultural theory which states learning awakens a variety of internal developmental
processes that are able to operate only when the child is interacting with people in his
environment and with his peers (Vygotsky, 1978, p. 90). In this way, students have the
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opportunity to fully engage in scientific communication with their classmates and maximize
learning potential.]
Post-Assessment (Lesson 4-Storms Quiz)

1. In what direction would winds move in a hurricane in the Northern Hemisphere?
a. Clockwise
b. Counterclockwise
c. North to south
d. West to east
2. Where in the United States would we have the most thunderstorms?
a. California
b. Florida
c. Texas
d. Arizona
3. In a tornado, the strong upward movement of air causes a vertical cylinder of rotating air,
also called a ____________________.
a. mesocyclone
b. eye wall
c. eye
d. updraft
4. Tornadoes form when:
a. cold, dry, high pressure air from the north collides with warm, moist low pressure air
from the south
b. warm, most, high pressure air from the north collides with cold, dry low pressure air
from the south
c. a cold air mass and a warm air mass come together and do not mix
d. none of the above
5. Where do tornados most typically occur?
a. under water
b. over land
c. across North Texas, Oklahoma, Kansas and Nebraska
d. both b and c
6. A hurricane is also known as
a. tsunami and typhoon
b. typhoon and cyclone
c. cyclone and tornado
d. cyclone and tsunami
7. What type of weather occurs at areas of low pressure?
a. clear skies
b. thunderstorms
c. sunny weather
d. mild temperatures

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8. Strong thunderstorms that reach up to 74 mph winds are known as:

a. tropical depressions
b. tropical storms
c. hurricanes
d. none of the above
9. What would increase a hurricanes strength?
______________________________________________________________________
______________________________________________________________________
10. What would decrease a hurricanes strength?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
11. How does moisture evaporating from the oceans affect storms such as hurricanes?
Explain.
______________________________________________________________________
______________________________________________________________________
12. Would Atlanta, Georgia most likely ever experience a hurricane? Explain your answer.
______________________________________________________________________
______________________________________________________________________
13. The table below details the air pressure, wind speed and cloud coverage of a hurricane
before it approaches a weather station and after the hurricane approaches a weather
station.
Fill in the differences between air pressure, wind speed and cloud coverage (last
column on the right) by writing INCREASE or DECREASE:
Before a hurricane
hits
After a hurricane
hits
Air pressure
1023.5 millibars
900 millibars
Wind speed
35 knots
80 knots
Cloud coverage
clear
overcast
Increase or
decrease?
14. Analyze your collected data: how does cloud coverage, wind speed and air pressure
change as a hurricane approaches?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________________
15. Extra Credit!
What hurricane occurred in 2005? How do you think this impacted the people who were
affected by the devastation?

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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

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Middle Childhood Science

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Middle Childhood Science

Middle Childhood Science

Middle Childhood Science

Written directly on work samples for the focus students

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Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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selected language function,

For the whole class

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based explanations (through the scientific practice of constructing explanations), 2. Analyzing

Middle Childhood Science

Post-Assessment (Lesson 4-Storms Quiz)

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Middle Childhood Science

8. Strong thunderstorms that reach up to 74 mph winds are known as:

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Middle Childhood Science

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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