The Rhode Island Alternate Assessment RIAA Science Resources

The Rhode Island Alternate Assessment (RIAA) Science Resources PS 1. 4. 1 c Identify solutions (Grades 8 and 11) January, 2012 Webinar Amy Grattan, Rhode Island College Heather Heineke, RIDE Sue Dell, Rhode Island College Becky Wright, RIDE

Today’s Agenda 2 Contact Information 2. RIAA Resources on the Web 3. Science Content 4. Additional Resources 1.

Contact Information for the RIAA Team 3 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, Pro. File Support Tech. Pro. File@measuredprogress. org; 800 -431 -8901

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 Pro. File www. measuredprogress. org/assessments/clients/rhodeisland. html 4

Description of Students at Three Ability Levels 5

Science AAGSE Resources PS 1. 4. 1 c Identify solutions

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. 33

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

Overview of the PS 1. 4. 1 c 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 9

Overview of the PS 1. 4. 1 c 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 10

Assessing Student Science Knowledge 11 PS 1. 4. 1 C IDENTIFY SOLUTIONS

12 Example of Student Work for a Higher-Level Student Penny is given three opportunities to identify solutions

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

14 Example of Student Work for a Lower-Level 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.

Assessing Inquiry Construct: Grade 8 15 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

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. 16

17 Example of Student Work for a Higher-Level Student Penny identifies the three tools needed and identifies the data to be collected in this investigation

18 Example of Student Work for a Middle-Level Student Jacob identifies the three tools needed for this investigation

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. 19

Assessing Inquiry Construct: Grade 11 20 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.

Grade 11 CONDUCTING: Using accepted methods of organizing, representing, and/or manipulating data 21 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.

Grade 11 CONDUCTING-Higher level learner Using accepted methods of organizing, representing, and/or manipulating data 22 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.

Grade 11 CONDUCTING-Middle level learner Using accepted methods of organizing, representing, and/or manipulating data 23 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.

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

The End 25 This concludes the PS 1. 4. 1 c 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

Sherlock Center Additional Resources 26