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• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• Correct answer is B as this clearly describes following procedures. A: is an example of planning (selecting tools to use) for the experiment RIAA Science 2007-2008
• RIAA Science 2007-2008
• A is the correct answer since it describes and assesses a student’s ability to identify the data to be taken for this experiment. B is not planning but rather conducting (recording the weights of the cars and the time trials) and analyzing (computing the averages) RIAA Science 2007-2008
• RIAA Science 2007-2008
• The correct answer is B since this description focuses on CONDUCTING for grade 11: using accepted methods of representing the data and this is what is assessed. Answer A describes CONDUCTING, but the description matches the 4 th grade CONDUCTING. Teachers must carefully review the inquiry constructs at the GRADE LEVEL of their student. Grade 4 CONDUCTING is different than Grade 11 CONDUCTING. RIAA Science 2007-2008
• If three steps are described, assess on three steps If student records 12 pieces of data on a table, ensure that data was collected as a base of 12
• This also documents the 4 parts of a scientific investigation. This will be used later to highlight how to address the SPT
• Sentence One of Description: This example introduces how data will be taken (analysis of hypothesis and finding data on chart to support the analysis) By setting this data system broad, it can easily applied to other areas of science/other investigations. Some students may be assessed on finding ALL the evidence that supports conclusion, others might be assessed on finding one piece of data This system can be individualized to each student.
• Yon has issues. Description begins fine, but data is taken on conducting, not analyzing. Confusing: only plant #3 and 5 are described in observing plant color. Last sentence addresses something different (where to put data) and reports independence only on this aspect.
• Can you tell what inquiry construct is assessed from this description alone? NO
• This example describes CONDUCTING at Grade 4: Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data. This describes following procedures. Procedures are described both broadly (to easily link to other investigations) and then more specifically in parenthesis to give reader more information
• Can you tell what inquiry construct is assessed from this description alone? NO
• This example describes ANALYZING at Grade 11:Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis.
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• It matches the description
• This student work does support the description.
• Poorly written description. 100% accurate in what? 50% physical assistance in what? Too vague Better description would include information about number of trials, number of tools, etc.
• The student work does not support the Inquiry Construct (Grade 8 Planning: Identify information/ evidence that needs to be collected and/or tool to be used in order to answer a question and/or check a prediction.) Percentages do not match with description on Student Work Product label (description says 50% physical Prompt) Student work actually would support Inquiry Construct: Gr. 4: Conducting
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• Yes, it matches the AAGSE: Distinguish between living and non-living organisms
• challenge #8 RIAA Science 2007-2008
• No this description does not match the AAGSE. The AAGSE addresses describing physical changes and what is assessed is the inquiry construct (following procedures) RIAA Science 2007-2008
• RIAA Science 2007-2008 The SPT is the same for all grades, all domains of science
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• Missing components: PLANNING O/Q: Android conducted a scientific investigation on the external features of plants. After viewing a number of plant photographs, the class developed a hypothesis: All plants are green . C: Android used a magnifying glass and color chart to document color(s) of five plants. Android recorded his observations on a science data chart . A: He analyzed his results and determined that his hypothesis was incorrect because some plants were red or yellow. RIAA Science 2007-2008
• The constructs present are; conducting and analyzing Missing: Planning and Observing/Questioning
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008 This is on last year’s forms… it is only an example to show the form.
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• RIAA Science 2007-2008
• ### PowerPoint Presentation

1. 1. Rhode Island Alternate Assessment Science 2009 - 2010
2. 2. Agenda for Science Foundations of Science RIAA Science Model Review of the RIAA Manual Science Instruction Samples Grade Level Work How to Plan for RIAA Science The RIAA Documentation Requirements and Forms
3. 3. Science = INQUIRY + KNOWLEDGE
4. 4. RIAA Science <ul><li>Assessed in grades 4, 8, and 11 </li></ul><ul><li>2 Entries </li></ul><ul><ul><li>Inquiry - Students are assessed on one inquiry construct throughout the year. </li></ul></ul><ul><ul><li>Knowledge – students are assessed on one AAGSE from each science domain. </li></ul></ul><ul><li>Includes Structured Performance Tasks (SPT) </li></ul><ul><li>Three collection periods -1 collection period for each science domain </li></ul><ul><li> - Life Science </li></ul><ul><ul><ul><ul><li>- Earth Space Science </li></ul></ul></ul></ul><ul><ul><ul><ul><li>- Physical Science </li></ul></ul></ul></ul>
5. 5. Foundations of Science: INQUIRY CONSTRUCTS = SCIENCE INVESTIGATION A science investigation is an unit/activity in science that uses the science inquiry constructs of: *Observation and Questioning *Planning *Conducting *Analyzing
6. 6. Science Entry #1: Inquiry <ul><li>Inquiry constructs are assigned by grade. </li></ul><ul><li>Teacher chooses the inquiry construct that best matches a student’s strengths and needs. </li></ul><ul><li>Once an inquiry construct is chosen, data is taken on this one construct in each of the three collection periods. </li></ul><ul><li>Science domains may be assessed in any order. </li></ul><ul><li>The Inquiry Entry demonstrates student’s inquiry skills: </li></ul><ul><li>applied within a LS investigation (1 collection period) </li></ul><ul><li>applied within an ESS investigation (1 collection period) </li></ul><ul><li>applied within a PS investigation (1 collection period) </li></ul>
7. 7. RIAA Inquiry Constructs Grade Observing/ Questioning Planning Conducting Analyzing 4 Make and describe observations in order to ask questions, and/or make predictions related to the science investigation. Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data. 8 Identify information/ evidence that needs to be collected and/or tool to be used in order to answer a question and/or check a prediction. Use data to summarize results. 11 Use accepted methods of organizing, representing and/or manipulating data. Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis.
8. 8. Grade 4 Inquiry Construct <ul><li>Teacher chooses CONDUCTING </li></ul><ul><li>Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data. </li></ul>
9. 9. Challenge #1: Which description best matches Grade 4 Inquiry Construct: Conducting? <ul><li>Jenny was assessed on her ability to identify the tools needed for her life science investigation. She carefully reviewed the science tools, and accurately identified the three tools (thermometer, ruler, rain gauge) for her investigation of plant growth (100% accurate). Jenny required a tap prompt to select the rain gauge. Her independence was 66%. She then listed these tools on her lab report which she will use in her experiment. </li></ul><ul><li>Jenny followed a three step procedure in her life science investigation. The steps were: 1- gather the tools; 2- use the tools to measure air temperature; plant growth; amount of rain; 3- record data on the recording sheet. Jenny was accurate in 2/3 steps (66%). She needed verbal prompting to record her data. She was independent in the other two steps (66%). </li></ul>
10. 10. Grade 8 Inquiry Construct <ul><li>Teacher chooses PLANNING </li></ul><ul><li>Identify information/evidence that needs to be collected and/or tool to be used in order to answer a question and/or check a prediction. </li></ul>
11. 11. Challenge #2: Which description best matches Grade 8 Inquiry Construct: Planning ? <ul><li>The class developed the hypothesis “Heavy cars move faster” for their physical science investigation. Jenny needed to decide what data needed to be recorded when she conducted the experiment. Jenny accurately and independently named “weight of car” and “time to complete the test track” and developed a recording sheet with this information included. She was 100% independent and 100% accurate in identifying the data. </li></ul><ul><li>Jenny recorded the weight of each car and time for each test track run. There were six cars of different weight used for her experiment. When the experiment was complete, Jenny needed to divide the cars into two categories (heavy and light) and compute the average weight and time for each category . Jenny was accurate in computing the average weight but not the average time resulting in 50% accuracy. She needed verbal prompting to average both the weight and time (0% independent). </li></ul>
12. 12. Grade 11 Inquiry Construct <ul><li>Teacher chooses CONDUCTING </li></ul><ul><li>Use accepted methods of organizing, representing and/or manipulating data . </li></ul>
13. 13. Challenge #3: Which description best matches Grade 11 Inquiry Construct: Conducting? <ul><li>Jenny followed a three step procedure in her life science investigation. The steps were: 1- gather the tools; 2- use the tools to measure air temperature; plant growth; amount of rain; 3- record data on the recording sheet. Jenny was accurate in completing 2/3 steps (66%). She needed verbal prompting to record her data. She was independent in completing the other two steps (66%). </li></ul><ul><li>Jenny recorded the weight of each car and time for each test track run. There were six cars of different weights used for her experiment. Jenny was evaluated on how accurately and independently she recorded the data (placing the correct numbers in the correct place on her Experiment Data Chart). Jenny was accurate in representing data 8/12 times, resulting in 75% accuracy. She needed a point prompt to record data 6/12 times (50% independent). </li></ul>
14. 14. Data Matches Description <ul><li>Describe the inquiry construct clearly </li></ul><ul><li>Convey how student was assessed </li></ul><ul><li>Ensure that description matches data </li></ul>
15. 15. Inquiry Description Matches Data Collection: Android <ul><li>Overview of investigation : </li></ul><ul><li>Android conducted a scientific investigation on the external features of plants. After viewing a number of plant photographs, the class developed a hypothesis: All plants are green . The class went on a nature hike to collect specimens of plants for their investigation. Android used a magnifying glass and color chart to document color(s) of five plants. Android recorded his observations on a science data chart and analyzed his results after the experiment to decide if his hypothesis was correct. </li></ul>
16. 16. <ul><li>Android was assessed on two aspects of analyzing : (1) identifying whether his hypothesis was correct/incorrect and (2) locating the data from his chart that supported his conclusion. Android accurately identified that his hypothesis was incorrect and cited the three plants on his chart that were observed with red and yellow colors. His accuracy was 100%. He independently identified his hypothesis was incorrect, but needed verbal prompts to locate the data on his chart to support his conclusion (50% independence). </li></ul>Inquiry Description Matches Data Collection: Android
17. 17. Example: Data does not match <ul><li>Yon was assessed on two aspects of analyzing : (1) identifying whether his hypothesis was correct/incorrect and (2) locating the data from his chart that supported his conclusion. Yon accurately identified that plant #3 had red colors and plant #5 had yellow colors. His accuracy was 100%. He needed verbal prompts to locate the where to place his observational data on his chart (0% independence). </li></ul>
18. 18. Challenge #:4 Identify the Inquiry Construct and Grade <ul><li>Overview of investigation </li></ul><ul><li>Abdel’s class conducted a scientific investigation on the states of matter (solid, liquid, gas). The students observed items in different states and labeled them with solid, liquid or gas. The class developed the research question “ Can water be a solid, liquid, and gas?” The class observed water in the three states and recorded their observations on a science data chart. The students then used their chart to answer their research question. </li></ul>
19. 19. <ul><li>Abdel completed three defined observations of the water . At each observation he was assessed on his ability to (1) describe what he observed (choosing the state of matter) and (2) record the data on his chart, providing six total points of assessment. Abdel was accurate in describing what he observed for two observations and accurate in placing his data for all three observations (5/6=83% Accuracy). Abdel needed verbal prompts for both describing observations and recording data (0% independence). </li></ul>Challenge #:4 Identify the Inquiry Construct and Grade
20. 20. Challenge #:5 Identify the Inquiry Construct and Grade <ul><li>Overview of investigation </li></ul><ul><li>The class conducted an investigation that focused on concepts of living and non-living things. The students researched the characteristics of living things (grow, move, reproduce), and non-living things by looking on the internet. The students observed videos of 5 objects on a website and discussed the characteristics they observed. They planned the objects they would test and developed a chart to capture their findings. Students used manipulative cards and then converted these into a Lab Report Data sheet. After the experiment, the students analyzed their findings and discussed their reasoning for charting the object as &quot;living&quot; or &quot;non-living&quot;. After completing the experiment, the students concluded if their hypothesis was correct or incorrect by reviewing their hypothesis chart and marking whether their hypothesis was correct or incorrect based on their evidence. </li></ul>
21. 21. <ul><li>John investigated nine objects. He had to use the data on his chart to determine if his hypothesis on whether the object was living/non-living was correct. He used his recording sheets and his chart to assist him with this. John accurately used his evidence to determine whether his hypothesis was correct resulting in100% accuracy. John needed verbal prompts to cite the evidence to determine correctness of his hypothesis for 4 objects (45%), and was independent in 5 objects (55%). </li></ul>Challenge #:5 Identify the Inquiry Construct and Grade
22. 22. Inquiry Student Work <ul><li>Components of Student Work </li></ul><ul><li>Must match the Inquiry Construct selected </li></ul><ul><li>Accuracy </li></ul><ul><li>Independence </li></ul><ul><li>Work Product Label </li></ul>
23. 23. New Student Work Project Label
24. 24. Does the description of conducting match the student work? <ul><li>Description: </li></ul><ul><li>Emma was assessed on her ability to use the magnet wand correctly to test each of the 6 objects. She accurately used the wand in testing 6 out of 6 objects for an accuracy score of 100%. </li></ul>
25. 25. Does the description match the student work?
26. 26. <ul><li>Android was assessed on two aspects of analyzing : (1) identifying whether his hypothesis was correct/incorrect and (2) locating the data from his chart that supported his conclusion. </li></ul><ul><li>Android was accurate in indicating his hypothesis was incorrect and accurately identified the data that supported his conclusion by circling it on his chart. His accuracy was 100%. He independently indicated his hypothesis was incorrect but needed verbal prompts to circle the observational data that supported his conclusion (50% independence). </li></ul>Challenge 6: Does the description match the student work?
27. 27. AA
28. 28. <ul><li>Description of Grade 8 Planning: </li></ul><ul><li>Zachary was assessed on identifying the tools needed to conduct the experiment related to weather. Zachary identified a thermometer and a rain gauge as the 2 tools needed for this experiment. He was 100% accurate and needed 50% physical prompt to complete this task. </li></ul>Challenge #7: Does the description match the student work?
29. 29. Student Work Product
30. 30. Knowledge Entry <ul><li>Three Science Domains </li></ul><ul><ul><li>Life Science (LS) </li></ul></ul><ul><ul><li>Earth and Space Science (ESS) </li></ul></ul><ul><ul><li>Physical Science (PS) </li></ul></ul>
31. 31. Knowledge Entry <ul><li>Select Science AAGSEs that match student strengths and needs </li></ul>
32. 32. Knowledge Entry <ul><li>AAGSE# LS 1.1.1 Description: Distinguish between living and non-living organisms </li></ul><ul><li>Jane was presented one living organism. Jane was evaluated on whether she correctly distinguished (by touching) the living organism. Jane touched both the living and non-living organism. She was then was asked to touch the living organism. </li></ul><ul><li>Data was taken on the Jane's performance in touching the requested organism. Jane was accurate in 1out of 2 trials in touching the living organism resulting in 50% accuracy. Jane was independent in touching the living organism in 50% of her trials (l out of 2 trials), but needed physical assistance to complete 1 trial. </li></ul>
33. 33. Does the description match the AAGSE? <ul><li>Data was taken on the Jane's performance in touching the requested organism during two trials. Jane was accurate in 1 out of 2 trials in touching the living organism resulting in 50% accuracy. Jane was independent in touching the living organism in 50% of her trials (1 out of 2 trials), but needed physical assistance for 1 trial. </li></ul>
34. 34. Challenge #8:Does the description match the AAGSE? <ul><li>AAGSE: PS 1.1.2b Describe physical changes. </li></ul><ul><li>The class is conducting a science investigation on physical changes that occur to paper as part of an investigation on chromatography, describing what happens to paper when it is exposed to colored liquids. </li></ul>
35. 35. Challenge #8:Does the description match the AAGSE? <ul><li>Fredrik identified the procedures needed for this experiment. He identified five of the six procedures correctly, yielding an accuracy of 83%. He was independent in listing all procedures (100% independent). </li></ul>
36. 36. Science SPT <ul><li>Student will demonstrate the concept within a science investigation, which includes observing/questioning, planning, conducting and analyzing. </li></ul>
37. 37. Four Inquiry Constructs <ul><li>Observing/Questioning: </li></ul><ul><li>describes learning more about the subject or observing to gain knowledge to prepare a research question or hypothesis </li></ul>
38. 38. Four Inquiry Constructs <ul><li>Planning: </li></ul><ul><li>describes preparing for the investigation which might include gathering materials, developing a data collection sheet, deciding how to conduct the investigation (listing the procedures). The planning should be relevant to planning the science investigation. </li></ul><ul><li>Examples of planning that is not related to science: </li></ul><ul><li>Planning who to work with or what to write with </li></ul><ul><li>Planning the party after the science investigation </li></ul><ul><li>Choosing what color bin to put the science tools in </li></ul>
39. 39. Four Inquiry Constructs <ul><li>Conducting: </li></ul><ul><li>describes implementing the investigation. This might involve following procedures to take data; recording data, or observing someone conduct experiments that are dangerous for students to implement; </li></ul><ul><li>Some investigations might involve the internet/book investigation in subjects that cannot be investigated within school at one point in time (e.g. ESS1.2.13c Describe each season) </li></ul>
40. 40. Four Inquiry Constructs <ul><li>Analyzing </li></ul><ul><li>Typically this inquiry construct occurs after the experiment. It involves looking at the data and making decisions beyond just reading the data. Data is reviewed to answer the research question or confirm a hypothesis. </li></ul>
41. 41. Connection to SPT: Challenge #9: Locate the inquiry constructs within the description below: <ul><li>Android conducted a scientific investigation on the external features of plants. After viewing a number of plant photographs, the class developed a hypothesis: All plants are green . Android used a magnifying glass and color chart to document color(s) of five plants. Android recorded his observations on a science data chart. He analyzed his results and determined that his hypothesis was incorrect because some plants were red or yellow. </li></ul>
42. 42. Connection to SPT Challenge #10: Locate the inquiry constructs within the description below: <ul><li>The class conducted an investigation that focused on concepts of living and non-living things. Students used manipulative cards and then converted these into a Lab Report Data sheet. After the experiment, the students analyzed their findings and discussed their reasoning for charting the object as &quot;living&quot; or &quot;non-living&quot;. After completing the experiment, the students reviewed their hypothesis chart and concluded if their hypothesis was correct or incorrect based on their evidence. </li></ul>
43. 43. Science Data Collection SPT: Science Investigation Collection Period 1 Collection Period 2 Collection Period 3 Collection Period 3 SDF Applied Within a LS* AAGSE SDF Applied Within an ESS* AAGSE SDF Applied Within a PS* AAGSE SDF of student knowledge of LS* AAGSE SDF of student knowledge of ESS* AAGSE SDF of student knowledge of PS* AAGSE <ul><li>*LS/ESS/PS can be in any order </li></ul><ul><li>1Student Work for Inquiry AAGSE Entry and 1 Student Work for Knowledge Entry </li></ul><ul><li>Progress will be scored on the Inquiry Construct only. </li></ul><ul><li>The AAGSEs chosen for Inquiry must be the same as those chosen for Knowledge </li></ul><ul><li>(Page 9 in the manual) </li></ul>Inquiry Construct Entry Data Summary Sheet Knowledge Entry Data Summary Sheet Chosen Inquiry Construct Collection Period 1 Collection Period 2
44. 44. RIAA Science Documentation <ul><li>Data Summary Sheet (DSS) </li></ul><ul><li>Student Documentation Forms (SDF) </li></ul><ul><li>Student Work Product </li></ul>
45. 46. <ul><li>Description: </li></ul><ul><li>Emma was assessed on her ability to use the magnet wand correctly to test each of the 6 objects. She accurately used the wand to test 6 out of 6 objects for an accuracy score of 100%. She needed an auditory prompt for 1/6 trials (17% independent). </li></ul>
46. 47. Data placed on Data Summary Sheet
47. 48. Student Documentation Form <ul><li>Review of the form </li></ul><ul><li>Adding information on Connection to SPT </li></ul><ul><li>Assessing the Inquiry Construct </li></ul><ul><li>Evaluation of accuracy and independence </li></ul>
48. 49. Inquiry Construct within an ESS investigation of rocks/minerals Conducting Describes how Emma is assessed on the conducting inquiry construct (following procedures) Describes Emma’s accuracy and independence performance in the selected inquiry construct.
49. 51. Describes Emma’s knowledge in the ESS AAGSE: Describing rocks and minerals using their physical property (10 opportunities). Was she correct or incorrect? What assistance did she need? Describes how Emma is assessed on describing rocks and minerals using physical properties (AAGSE). Same as Inquiry
50. 52. Student Work
51. 53. <ul><li>One piece of student work is required for the Inquiry Construct entry. The student work must demonstrate the student’s skills in the Inquiry Construct. </li></ul><ul><li>One piece of student work is required for the Knowledge Entry. The student work must demonstrate the student’s skills in the targeted Science AAGSE. </li></ul>Science Entry: Student Work
52. 54. <ul><li>Student work must: </li></ul><ul><li>1 - Demonstrate the student’s skills in the Inquiry Construct for the Inquiry Entry or demonstrate the student’s skills in the targeted AAGSE for the Knowledge Entry; </li></ul><ul><li>2 - Convey that the student work was completed within a science investigation related to the chosen AAGSE; and </li></ul><ul><li>3- Reflect the information provided on the Student Documentation Form. </li></ul>Science Entry: Student Work
53. 55. 2- Does the student work demonstrate Emma’s skills in the chosen AAGSE PS3.2.1a: Identify objects that are or are not attracted to magnets.? YES
54. 56. Reminders for Student Work <ul><li>Ensure student work supports the entry in which it is submitted (Inquiry Construct or Knowledge Entry). </li></ul><ul><li>The dates on the student work must match the dates on the accompanying SDF. </li></ul><ul><li>Verify the percentages and description on the SDF match the student work. </li></ul><ul><li>Submit one piece of student work for the Inquiry Construct </li></ul><ul><li>Submit one piece of student work for the Knowledge Entry. </li></ul>
55. 57. Planning for Science
56. 58. Selecting the Inquiry Construct and Structured Performance Task <ul><li>The RIAA Science assessment uses an SPT as the context for the Inquiry Construct and Knowledge AAGSE for each science domain. </li></ul><ul><li>The Inquiry Constructs to be assessed vary by grade. </li></ul><ul><li>Teachers select one of two Inquiry Constructs to be assessed at grades 4, 8, and 11. (See page 47 of manual for RIAA Science Inquiry Constructs.) </li></ul>
57. 59. How do I choose a targeted AAGSEs to assess? <ul><li>One AAGSE is chosen from the list of targeted AAGSEs in the selected SPT for each of the science domains (LS, ESS, PS). </li></ul><ul><li>The AAGSE should be chosen to best match the student’s strengths and needs. </li></ul>
58. 61. SPT 04-5
59. 62. SPT 04-5
60. 63. How do I plan for Science?
61. 64. <ul><li>Planning for Rhode Island Alternate Assessment Science </li></ul>Inquiry Construct: Q P C A Science Domain: LS ESS PS Inquiry Construct: Conducting : Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data. Knowledge AAGSE: PS 3.2.1a Identify objects that are or are not attracted to magnets. Science Investigation Description: The fourth grade will be working on a unit on the exploration of magnets. OBSERVE/QUESTION: Students will develop a research question (list the question) PLAN: The students will identify the objects made of different materials to test and gathered the objects. CONDUCT : Students will follow procedures to test the objects and record their data on a recording sheet (list the procedures) ANALYZE: Students will discuss their common findings and will answer their research question.
62. 65. Emma independently followed procedures for five of the six objects. Emma needed auditory prompting to test one of six objects. Her independence was 83%. <ul><li>Data Taken on Inquiry Construct: </li></ul><ul><li>Accuracy </li></ul><ul><li>For each object, data will be taken on whether Emma followed procedures (+) or did not follow procedures (-) for each of her six objects. </li></ul><ul><li>Independence </li></ul><ul><li>For each object, data will be taken on the level of prompting Emma will need to complete each test: </li></ul><ul><ul><li>Independent </li></ul></ul><ul><ul><li>Auditory Prompt </li></ul></ul><ul><ul><li>Visual Prompt </li></ul></ul><ul><ul><li>Physical Prompt </li></ul></ul>Description of Inquiry Construct: Emma will be assessed on how well she follows the procedures to use the magnet wand (equipment) to test each of her six objects and record her data. Application of AAGSE: Emma will be assessed on the number of correct responses about her object’s magnetism (using the investigation recording sheet). Data Taken on AAGSE: Accuracy Using Emma’s investigation recording sheet, Emma will be assessed on whether she correctly identified attract/ did not attract for each of her six objects. Independence For each object, data will be taken on the whether Emma was independent in completing the attract/did not attract section of the investigation recording sheet. INQUIRY KNOWLEDGE
63. 66. Planning Activity <ul><li>Work for 15 minutes to: </li></ul><ul><ul><li>Identify the Inquiry Construct and targeted Knowledge AAGSEs for one of your students. </li></ul></ul><ul><ul><li>Plan a science investigation for the Inquiry Construct and targeted AAGSEs. </li></ul></ul>
64. 67. Planning Activity <ul><li>Work for 15 minutes to: </li></ul><ul><ul><li>Plan how you will evaluate the student’s accuracy and independence for both the Inquiry Construct and the targeted AAGSE. </li></ul></ul>
65. 68. Science Entry: Fredrik
66. 69. Contact Information <ul><li>Cynthia Corbridge: RIDE </li></ul><ul><li>[email_address] or 222-8497 </li></ul><ul><li>Phyllis Lynch: RIDE </li></ul><ul><li>[email_address] or 222-4693 </li></ul><ul><li>Susan Dell: The Sherlock Center </li></ul><ul><li>[email_address] or 456-8557 </li></ul><ul><li>Amy Grattan: The Sherlock Center </li></ul><ul><li>[email_address] or 456-8072 </li></ul>