The Rhode Island Alternate Assessment (RIAA)
description
Transcript of The Rhode Island Alternate Assessment (RIAA)
The Rhode Island Alternate Assessment (RIAA)
Science ResourcesLS 4.1.2a Identify signs or
feelings of being sick, hurt/injured, or discomfort
(Grades 8 and 11)January, 2012
WebinarAmy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDE Becky
Wright, RIDE
Today’s Agenda2
1. Contact Information2. RIAA Resources on the Web3. Science Content4. Additional Resources
Contact Information for the RIAA Team
Heather Heineke: RIDE: Office of Instruction, Assessment, & Curriculum [email protected] or 222-8493
Becky Wright: RIDE: Office of Student, Community, & Academic Supports [email protected] or 222-4693
Susan Dell: Rhode Island College: The Sherlock Center [email protected] or 456-8557
Amy Grattan: Rhode Island College: The Sherlock Center [email protected] or 456-8072
Marcia Tibbetts: Measured Progress, Project Manager [email protected]; 800-431-8901
Jane Twombly: Measured Progress, Assessment Support [email protected]; 800-431-8901
Kevin Froton: Measured Progress, ProFile Support [email protected]; 800-431-8901
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More RIAA Resources on the Web
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Sherlock Center: Science Resourceswww.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
Description of Students at Three Ability Levels
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Science AAGSE Resources
LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort
Grade 8: ConductingGrade 11: Conducting
LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort
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Signs of illness might include:(obtained from www.mayoclinic.com)
Abdominal painConstipationCoughDecreased hearingDiarrheaEaracheEye discomfort and rednessFever
HeadachesJoint pain or muscle painNasal congestionNausea or vomitingSkin rashesSore throatUrinary problemsVision problemsWheezing
LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort
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Signs of injury might include:(obtained from www.uihealthcare.com)
• Hot/Warm Skin• Pain• Pus-like
discharge
• Red Skin• Swelling• Bleeding
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Overview of InvestigationObserve/Question:
Read a book related to the topic Identify a hypothesis related to the topic such as
“Coughing is always a sign of being sick.”Plan:
Brainstorm different situations student experienced where they/others were sick or injured.
Selected four situations they would investigate.
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Overview of InvestigationConduct
Give students a photograph of a person with an injury or sickness. Students write or circle the signs/symptoms of injury/illness
Students may explore a simulation, and will point to/touch the signs on the injured/sick person.
Students place their results on a table and summarize the findings
Analyze Review the hypothesis and analyze whether it was
supported by the results found during the conducting part of the investigation
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Observe/Question(http://www.ric.edu/sherlockcenter/lessons.html)
Observe/Question(http://www.ric.edu/sherlockcenter/lessons.html)
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Observe/Question(http://www.ric.edu/sherlockcenter/lessons.html)
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LS 4.1.2a Identify signs or feelings of being sick,
hurt/injured, or discomfort
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Assessing Student Science Knowledge
The man’s knee
Example ofStudent Work for a Higher-Level Student
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The man grabs his kneeHis knee hurts. He is in pain.
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Example ofStudent Work for a Middle-Level Student
Challenges for Lower level Students Working on this AAGSE:
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For students who understand best when they feel and interact with actual objects, consider a simulation such as:
Place a red liquid (simulation blood) on an arm with a bandage over part of it. Simulate signs of injury and have students identify (touch) the area that is hurt. Student marks the data sheet by placing a small bandage on the sheet.
Clutch a part of the body as if in pain (head, stomach). Ask the student to identify the area that is hurt. Student marks the data sheet with a object to represent the area in pain.
Blow nose loudly and sneeze.Ask the student to identify the area that is hurt. Student marks the data sheet with a tissue.
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Example of Student Work for a Lower-Level Student
Realistic-looking bandage placed in the square
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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
CONDUCTING:Use data to summarize results
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This Inquiry Construct might be addressed by:
Students graph the results from the 4 trials of the investigation on signs of
injury/illness and summarize the findingsOr
Students sort the signs of injury/illness found and indicate the most frequent signs
identified
Grade 8 CONDUCTINGUse data to summarize results for a higher level
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INQUIRY CONSTRUCT
John was given 6 opportunities to summarize his data
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Grade 8 CONDUCTINGUse data to summarize results for a middle level
learner
INQUIRY CONSTRUCT
Sally was given 6 opportunities to summarize her data
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Grade 8 CONDUCTINGUse data to summarize results for a lower level
learner
INQUIRY CONSTRUCTJennifer was given 1 opportunity to summarize her data by placing the more symbol on the “bleed” sign.
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Grade 8 CONDUCTINGUse data to summarize results for a lower level
learner
INQUIRY CONSTRUCT
This student was given 1 opportunity to summarize her data by indicating that “bleed” was the more frequent sign
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AssessingInquiry Construct: Grade
11
Two choices at Grade 11
CONDUCTING:Using accepted methods of organizing, representing, and/or
manipulating data
OrANALYZING:
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
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This Inquiry Construct might be addressed by:
• Students graph the results from the 4 trials of the investigation on signs of injury/illness.
• The students are assessed on their skills to represent the data on their graph.
Grade 11 CONDUCTING-Higher level learnerUsing accepted methods of organizing, representing, and/or manipulating
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INQUIRY CONSTRUCTJohn was given 6 opportunities to represent the data correctly on the chart. Did John put the data on the correct place of the graph? There were 6 items of data.
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Grade 11 CONDUCTING-Middle level learnerUsing accepted methods of organizing, representing, and/or manipulating
data
INQUIRY CONSTRUCTSally was given 6 opportunities to represent the data correctly on the chart. Did Sally put the data on the correct place of the graph? There were 6 items of data.
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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 by placing the sign of illness objects in the correct place on her chart.
The End30
This concludes the LS 4.1.2a Science Investigation webinar
Additional resources from this webinar can be found on the Sherlock Center Website: http://www.ric.edu/sherlockcenter/lessons.html
Sherlock Adapted Lessons31
http://www.ric.edu/sherlockcenter/lessons.html New Lessons
Acids and Bases Animals and Their Environments (integrated unit) Distinguishing Plants From Animals Seasons Similarities Between Parents and Their Offspring Sorting Living and Non-Living Things
Sherlock Center Adapted Lessons and Literature
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