Rhode Island Exchange Evaluation Fall Gathering 2010 Science Nuts and bolts

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Android utilized an amplifying glass and shading diagram to archive color(s) of five plants. ... Android was evaluated on two parts of examining: (1) recognizing whether his speculation ...

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Rhode Island Alternate Assessment Fall Conference 2010 Science Basics

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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

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Science = INQUIRY + KNOWLEDGE

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RIAA Science Assessed in levels 4, 8, and 11 2 Entries Inquiry - Students are surveyed on one request build consistently. Learning – understudies are evaluated on one AAGSE from every science area. Incorporates Structured Performance Tasks (SPT) Three accumulation periods - 1 gathering period for every science area - Life Science - Earth Space Science - Physical Science

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Foundations of Science: INQUIRY CONSTRUCTS = SCIENCE INVESTIGATION A science examination is a unit of study in science that uses the science request develops of: *Observation and Questioning *Planning *Conducting *Analyzing

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Science Entry #1: Inquiry builds are relegated by level. Instructor picks the request build that best matches an understudy's qualities and necessities. Once a request build is picked, information is gone up against this one develop in each of the three gathering time frames. Science areas might be evaluated in any request. The Inquiry Entry exhibits understudy's request abilities: connected inside a LS examination (1 gathering period) connected inside an ESS examination (1 accumulation period) connected inside a PS examination (1 accumulation period)

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RIAA Inquiry Constructs

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Grade 4 Inquiry Construct Teacher picks OBSERVE/QUESTION Make and portray perceptions keeping in mind the end goal to make inquiries, or potentially make expectations as identified with the science examination.

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Grade 4 Inquiry Construct Teacher picks CONDUCTING Follow methods, utilizing gear or estimation gadgets precisely as proper, for gathering as well as recording subjective or quantitative information.

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Grade 8 Inquiry Construct Teacher picks PLANNING Identify data/prove that should be gathered as well as instrument to be utilized as a part of request to answer a question or potentially check an expectation.

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Grade 8 Inquiry Construct Teacher picks CONDUCTING Use information to outline comes about.

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Grade 11 Inquiry Construct Teacher picks CONDUCTING Use acknowledged strategies for arranging, speaking to and additionally controlling information.

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Grade 11 Inquiry Construct Teacher picks ANALYZING Use confirmation to bolster or potentially legitimize understandings or potentially conclusions or clarify how the proof discredits the speculation.

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Challenge #1: Which portrayal best matches Grade 4 Inquiry Construct: Conducting? Jenny was evaluated on her capacity to recognize the apparatuses required for her life science examination. She painstakingly evaluated the science devices, and precisely distinguished the three devices (thermometer, ruler, rain gage) for her examination of plant development (100% exact). Jenny required a tap incite to choose the rain gage. Her freedom was 66%. She then recorded these apparatuses on her lab report which she will use in her investigation. Jenny took after a three stage system in her life science examination. The means were: 1-accumulate the instruments; 2-utilize the devices to gauge air temperature; plant development; measure of rain; 3-record information on the recording sheet. Jenny was precise in 2/3 stages (66%). She required verbal inciting to record her information. She was free in the other two stages (66%).

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Challenge #2: Which portrayal best matches Grade 8 Inquiry Construct: Planning ? The class built up the theory "Substantial autos move speedier" for their physical science examination. Jenny expected to choose what information should have been recorded when she directed the test. Jenny precisely and freely named "weight of auto" and "time to finish the test track" and built up a recording sheet with this data included. She was 100% autonomous and 100% exact in distinguishing the information. Jenny recorded the heaviness of every auto and time for every test track run. There were six autos of various weight utilized for her test. At the point when the examination was finished, Jenny expected to isolate the autos into two classifications (substantial and light) and register the normal weight and time for every classification . Jenny was precise in figuring the normal weight however not the normal time bringing about half exactness. She required verbal provoking to normal both the weight and time (0% free).

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Grade 11 Inquiry Construct Teacher picks CONDUCTING Use acknowledged strategies for sorting out, speaking to or potentially controlling information .

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Challenge #3: Which depiction best matches Grade 11 Inquiry Construct: Conducting? Jenny took after a three stage methodology in her life science examination. The means were: 1-assemble the apparatuses; 2-utilize the instruments to gauge air temperature; plant development; measure of rain; 3-record information on the recording sheet. Jenny was precise in finishing 2/3 stages (66%). She required verbal inciting to record her information. She was autonomous in finishing the other two stages (66%). Jenny recorded the heaviness of every auto and time for every test track run. There were six autos of various weights utilized for her examination. Jenny was assessed on how precisely and autonomously she recorded the information (setting the right numbers in the right place on her Experiment Data Chart). Jenny was precise in speaking to information 8/12 times, bringing about 75% exactness. She required a direct incite toward record information 6/12 times (half free).

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Data Matches Description Describe the request build unmistakably Convey how understudy was surveyed Ensure that portrayal matches information

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Inquiry Description Matches Data Collection: Android Overview of examination : Android led a logical examination on the outside components of plants. In the wake of survey various plant photos, the class built up a speculation: All plants are green . The class went on a nature climb to gather examples of plants for their examination. Android utilized an amplifying glass and shading diagram to archive color(s) of five plants. Android recorded his perceptions on a science information diagram and examined his outcomes after the investigation to choose if his speculation was right.

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Inquiry Description Matches Data Collection: Android was surveyed on two parts of investigating : (1) distinguishing whether his speculation was right/mistaken and (2) finding the information from his diagram that upheld his decision. Android precisely distinguished that his theory was off base and refered to the three plants on his graph that were seen with red and yellow hues. His exactness was 100%. He freely distinguished his theory was inaccurate, however required verbal prompts to find the information on his diagram to bolster his decision (half autonomy).

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Possible Data Collection for Android: Grade 11: Analyzing

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Example: Data does not coordinate Inquiry Construct Yon was evaluated on two parts of dissecting : (1) recognizing whether his speculation was right/inaccurate and (2) finding the information from his outline that bolstered his decision. Far off precisely distinguished that plant #3 had red hues and plant #5 had yellow hues. His exactness was 100%. He required verbal prompts to find the where to place his observational information on his diagram (0% autonomy).

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Challenge # 4: Identify the Inquiry Construct and Grade Overview of examination Abdel's class led a logical examination on the conditions of matter (strong, fluid, gas). The understudies watched things in various states and marked them with strong, fluid or gas. The class built up the exploration address " Can water be a strong, fluid, and gas?" The class watched water in the three states and recorded their perceptions on a science information outline. The understudies then utilized their graph to answer their examination address.

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Challenge #4: Identify the Inquiry Construct and Grade Abdel finished three characterized perceptions of the water . At every perception he was surveyed on his capacity to (1) depict what he watched (picking the condition of matter) and (2) record the information on his outline, giving six aggregate purposes of evaluation. Abdel was precise in depicting what he watched for two perceptions and exact in setting his information on his outline for each of the three perceptions (5/6=83% Accuracy). Abdel required verbal prompts for both portraying perceptions and recording information (0% freedom).

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Possible Data Collection for Abdel: Grade 4: Conducting

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Challenge #5: Identify the Inquiry Construct and Grade Overview of examination The class led an examination that concentrated on ideas of living and non-living things. The understudies explored the attributes of living things (develop, move, recreate), and non-living things by looking on the web. The understudies watched recordings of items on a site and talked about the qualities they watched. They arranged the items they would test and built up an outline to catch their discoveries. Understudies utilized manipulative cards and afterward changed over these into a Lab Report Data sheet. After the investigation, the understudies broke down their discoveries and examined their thinking for diagramming the protest as "living" or "non-living". Subsequent to finishing the trial, the understudies closed if their speculation was right or erroneous by investigating their theory diagram and checking whether their speculation was right or mistaken in light of their confirmation.

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John watched two recordings of exceptionally dynamic regular living creatures (A lion and a pooch). John expected to depict what he watched utilizing basic signs connected with MJ images. He had a field of 4 images to look over to desc

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