Data Analysis- Amy Dillon

In Science, I use data in different ways.

At the beginning of the year, I determine interest in Science with a quick
questionnaire including these questions:
1.
2.
3.
4.
5.

Who are scientists?

Draw a scientist.
I think Science is..why?
What was your favorite science activity? Why did you like it?
What was your least favorite part of science last year? Why was this your
least favorite part?
6. What would you like to know more about?
This gives me a quick glance at what students feel about science coming into third
grade.
Throughout the year, I use informal assessments through brainstorming, probes
such as those by Keely, and questioning.
I use data from the reading levels of my students in order to ensure that the Science
in texts is accessible to all.
In our district, we have quarterly benchmark assessments, and I am including one of
my lowest assessments to show how I used this data to drive my instruction.
Quarter 1 Assessment: Earth Science
Content Standards: S#E1A Explain the different between a rock and a mineral.
There were two questions on this standard.
Correct responses by children (54) are in red.
Question 1: When sand, silt, and mud are compacted after thousands of years, they
form
a.
b.
c.
d.

Rocks------48.1
Minerals19.2
Fossils-----26.9
Crystals----5.8

Question 2: Which of the following describes the difference between a rock and a
mineral?
a.
b.
c.
d.

Rock is made of minerals; minerals are made of crystals-73.1

Rock is made of minerals; a mineral is made of rocks----7.7
Rock is a pure substance; a mineral is not-------------------17.3
A rock and a mineral are the same thing---------------------1.9

Content Standard: S3E1B Recognize the physical attributes of rocks and minerals
using observation (shape, color, texture, measurement and simple tests (hardness)
Question 3: Beryl finds a rock and wants to know what kind it is. Which piece of
information about the rock will help him most?
a.
b.
c.
d.

The
The
The
The

size of the rock----1.9

weight of the rock---1.9
temperature where the rock was found---11.5
minerals the rock contains---82.7

Question 4: Which of these properties will change when a rock is broken?

a.
b.
c.
d.

Its
Its
Its
Its

color- 1.9
shape-84.6
hardness-11.5
streak1.9

Content Standard: S3E1C Use observation to compare the similarities and

differences of texture, particle size, and color in top soils (such as clay, loam or
potting soil and sand)
Picture showed a bottle with water on top, followed by a layer of clay and sand on
the base.
Question 5: A student put some sand, clay, and water into a bottle and shook the
bottle. Then he put the bottle down. After 2 hours, the bottle looked like this (the
picture). What can the student conclude?
a.
b.
c.
d.

Water is heavier than grains of clay and grains of sand.-34.6

Grains of clay are heavier than sand and water-17.3
Grains of sand heavier than water and clay-30.8
Water, grains of clay and grains of sand are all of equal weight -15.4

Question 6: Use the table below to answer this question. Table involved reading a
chart.
a.
b.
c.
d.

5.8
1.9
9.6
82.7

Question 7: Jacob is studying minerals. Which will NOT help him name a mineral?
a. Luster- 5.8
b. Size- 61.5
c. Color-28.8

d. Hardness 3.8

Standard: Content Standard: S3E1B Recognize the physical attributes of rocks

and minerals using observation (shape, color, texture, measurement and
simple tests (hardness)
Question 8: Gavin has two rocks. Both rocks are made up entirely of the same
mineral. What other property of his two rocks si most likely to be the same
a.
b.
c.
d.

Size--11.5
Shape---9.6
Color---69.2
Weight---9.6

Question 9: Use the Mohs Hardness Scale to answer the question. (Children had to
use the scale to determine which mineral scratches fluorite, but will not scratch
quartz.)
a. Calcite9.6
b. B. topaz-11.5
c. C. talc5.8
d. Apatite- 73.1
Standard: S3E1D Determine how water and wind can change rocks and soil over
time using observation and research
Question 10: Which likely caused the rocks in this stream to become smotth over
time?
a.
b.
c.
d.

Weathering 86.5
Wind-11.5
Earthquakes-0
Movement of fish-1.9
From this assessment, I determined that I needed to review the Rock Cycle
with the students. (The students didnt seem to have a clear conception of
how rocks were formed)
The students participated in inquiry activities as follows:
Stations- each station contained a type of rock (sedimentary, igneous
or metamorphic) The students had to observe the rock samples at
each station. The students needed to record these observations, type
of rock, where they believe the rock was formed and why. For igneous
rocks, the students needed to describe how they cooled quickly/slowly,
and where.

The Rock Cycle story- the students rolled a die and traveled as a rock
they encountered heat, pressure, cooling, etc.
The students created choice board activities where they highlighted
their knowledge by creating poems, a Discovery Ed Boards highlighting
their knowledge or rocks, skits, etc.

I also reviewed the characteristics of soils with more hands-on inquiry based
activities exploring properties of soils.
I used several activities from soils4kids.org/experiments
Particle Size- the students used water, soda bottles, and soil to find out
whether sand, silt, or clay is made of larger particles
Perkinthrough the pores: Slip Sliding Away- activity from Utah State
University
The students created a graph documented how much water was left in each
sample of soil.
Engineering Design Challenge- need for certain type of soilin different
problem conditions. The students needed to experiment with soils to find
which soil would meet the criteria.