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The Rhode Island Alternate Assessment (RIAA)

The Rhode Island Alternate Assessment (RIAA). Science Resources PS 1.4.1c Identify solutions (Grades 8 and 11) January, 2012 Webinar. Amy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDE Becky Wright, RIDE.

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The Rhode Island Alternate Assessment (RIAA)

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  1. The Rhode Island Alternate Assessment (RIAA) Science Resources PS 1.4.1c Identify solutions (Grades 8 and 11) January, 2012 Webinar Amy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDE Becky Wright, RIDE

  2. Today’s Agenda • Contact Information • RIAA Resources on the Web • Science Content • Additional Resources

  3. Contact Information for the RIAA Team • Heather Heineke: RIDE: Office of Instruction, Assessment, & Curriculum • heather.heineke@ride.ri.gov or 222-8493 • Becky Wright: RIDE: Office of Student, Community, & Academic Supports • becky.wright@ride.ri.gov or 222-4693 • Susan Dell: Rhode Island College: The Sherlock Center • sdell@ric.edu or 456-8557 • Amy Grattan:Rhode Island College: The Sherlock Center • agrattan@ric.edu or 456-8072 • Marcia Tibbetts: Measured Progress, Project Manager • tibbetts.marcia@measuredprogress.org; 800-431-8901 • Jane Twombly: Measured Progress, Assessment Support • twombly.jane@measuredprogress.org; 800-431-8901 • Kevin Froton: Measured Progress, ProFile Support • TechProFile@measuredprogress.org; 800-431-8901

  4. More RIAA Resources on the Web • Sherlock Center: Science Resources www.ric.edu/sherlockcenter/lessons.html • Sherlock Center: Adapted Literature www.ric.edu/uap/resourcelib.html • Rhode Island Department of Education www.ride.ri.gov/assessment/Altassessment.aspx • Measured Progress ProFile www.measuredprogress.org/assessments/clients/rhodeisland.html

  5. Description of Students at Three Ability Levels

  6. Science AAGSE Resources PS 1.4.1c Identify solutions

  7. What are solutions? A solution is a homogeneous collection of two or more substances. Solutions have an even concentration throughout the system. An example: Sugar in water vs. Sand in water. Sugar dissolves and is spread throughout the glass of water. The sand sinks to the bottom. The sugar-water could be considered a solution. The sand-water is a mixture. Solutions can be: solids dissolved in liquids gases dissolved in liquids (such as carbonated water) liquids in liquids.

  8. Key Terms • SOLUTION: a homogeneous collection of two or more substances. • SOLUTE: the dissolved substance • SOLVENT: the dissolving substance

  9. Overview of the PS 1.4.1c Investigation • Observe/Question: • Read a book related to the topic • Review some mystery substances such as: red substance (Kool-Aid), brown substance (sand), or yellow liquid (oil) • Students develop a hypothesis related to the topic such as “Red powder and water will not become a solution.” • Plan: • Students selected two substances they would mix together. • Students marked their data collection sheet. • Students identified the tools needed and/or the data to be taken in the investigation

  10. Overview of the PS 1.4.1c Investigation • Conduct • Students follow a procedure to the investigation • 1- mix two substances together • 2- stir for one minute • 3- observe • 4- write down results • Students summarize the findings • Analyze • Review the hypothesis and analyze whether it was supported by the results found during the conducting part of the investigation

  11. Assessing Student Science Knowledge PS 1.4.1c Identify solutions

  12. Example ofStudent Work for a Higher-Level StudentPenny is given three opportunities to identify solutions

  13. Example ofStudent Work for a Middle-Level Student Jacob is given three opportunities to identify solutions

  14. Example ofStudent Work for a Lower-Level Student Student assists in the stir/shaking Student is shown the three bottles and touches the solutions Student Work Photograph showing student selecting the solutions placed on the Photo Evidence Documentation form.

  15. AssessingInquiry Construct: Grade 8 Two choices at Grade 8 Planning: Identify the information/evidence that needs to be collected and/or tools to be used in order to answer a question and/or check a prediction Or CONDUCTING: Use data to summarize results

  16. Planning: Identify the information/evidence that needs to be collected and/or tools to be used in order to answer a question and/or check a prediction This Inquiry Construct might be addressed by: Students select the tools that they will need to collect data for the investigation and/or Students identify the information they will need to observe to take data to check their prediction.

  17. Example ofStudent Work for a Higher-Level StudentPenny identifies the three tools neededand identifies the data to be collected in this investigation

  18. Example ofStudent Work for a Middle-Level StudentJacob identifies the three tools neededfor this investigation

  19. Planning: Identify the information/evidence that needs to be collected and/or tools to be used in order to answer a question and/or check a prediction INQUIRY CONSTRUCT Jennifer was science tools and was asked to choose the tools needed for this investigation. Student Work – Photo of Jennifer choosing tools attached to the Photo Evidence Documentation form.

  20. AssessingInquiry Construct: Grade 11 Two choices at Grade 11 CONDUCTING: Using accepted methods of organizing, representing, and/or manipulating data Or ANALYZING: Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis.

  21. Grade 11 CONDUCTING:Using accepted methods of organizing, representing, and/or manipulating data This Inquiry Construct might be addressed by: • Students chart the results from the 3 trials of the investigation on solutions • The students are assessed on their skills to represent the data on their data table.

  22. Grade 11 CONDUCTING-Higher level learnerUsing accepted methods of organizing, representing, and/or manipulating data INQUIRY CONSTRUCT Penny was given 6 opportunities to represent the data correctly on the chart. Did Penny put the data on the correct place of the table? There were 6 items of data.

  23. Grade 11 CONDUCTING-Middle level learnerUsing accepted methods of organizing, representing, and/or manipulating data INQUIRY CONSTRUCT Jacob was given 6 opportunities to represent the data correctly on the chart. Did Jacob put the data on the correct place of the graph? There were 6 items of data.

  24. Grade 11 CONDUCTING-Lower level learnerUsing accepted methods of organizing, representing, and/or manipulating data INQUIRY CONSTRUCT Jennifer was given 3 opportunities to represent her data organizing her data into “SOLUTIONS” OR “NOT SOLUTIONS” trays.

  25. The End This concludes the PS 1.4.1c Science Investigation webinar on Identifying Solutions. Additional resources from this webinar can be found on the Sherlock Center Website: http://www.ric.edu/sherlockcenter/lessons.html

  26. Sherlock Center Additional Resources

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