This resource provides a short reading section with experimental data and a few questions about the text. It was created with standardized assessment in mind and aligned with Next Generation Science Standards.

Exit slips are an easy way to gather formative assessment data after a lesson or sequence of learning. These exit slips have been developed for you to print and use in your own classes. They ask students to reflect on the lesson and what they have learnt, as well as how they felt about the lesson. As well as providing valuable data for a teacher, exit slips are a great way to help students retrieve information from their memory and commit it to their long-term memory.

Earth Systems and Changes from Educational Service District 123, provides professional learning resources for K-5 teachers around elementary Earth Science and Climate Science related standards content.

It also provides learning to assist in the development of classroom tasks: Claims, Evidence Reasoning, and Models and Explanations, that can be used formatively to elicit student ideas and to support changes in student thinking over time.

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This article describes common misconceptions held by elementary students about the history of the polar regions, fossils, and geologic time. The article provides ideas for formative assessment, teaching strategies, and the National Science Education Standards.

This article describes some common misconceptions that elementary students may have about oceans. It also includes suggestions for formative assessment and teaching for conceptual change.

This article describes some common misconceptions that elementary students may have about plants. It also includes suggestions for formative assessment and teaching for conceptual change.

This article discusses geologic misconceptions held by teachers and students and provides resources for formative assessment and teaching correct concepts.

This article lists common misconceptions about states and changes of matter and the water cycle. It provides formative assessment probes and information about teaching for conceptual change.

This article describes common misconceptions about the Arctic and Antarctica and how to test and teach for student understanding.

This article describes some common misconceptions that elementary students may have about biomes and ecosystems. It also includes suggestions for formative assessment and teaching for conceptual change.

This article discusses misconceptions about birds (and penguins in particular). It provides tools for formative assessment and ideas for teaching correct scientific concepts.

This article describes common misconceptions held by elementary students about the cause of day and night and seasons. The article provides ideas for formative assessment, teaching strategies, and the National Science Education Standards.

This article describes some common misconceptions that elementary students may have about energy, heat, and insulation. It also includes suggestions for formative assessment and teaching for conceptual change.

This article describes some common misconceptions that elementary students may have about icebergs and glaciers (including density and buoyancy). It also includes suggestions for formative assessment and teaching for conceptual change.

This article lists common misconceptions about light, heat, and the sun. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about mammals. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about weather, climate change, and the polar regions. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about weathering, erosion, volcanoes, and earthquakes. It provides formative assessment probes and information about teaching for conceptual change.

This is an early-semester formative assessment to help students begin developing 2 to 3 possible topics for their end-of-semester research project.

This resource provides a short reading section with experimental data and a few questions about the text. It was created with standardized assessment in mind and aligned with Next Generation Science Standards.