The Rhode Island Alternate Assessment (RIAA) Science Resources PS 1.4.1c Identify solutions (Grades...
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![Page 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.](https://reader036.fdocuments.us/reader036/viewer/2022062322/56649c8f5503460f94949010/html5/thumbnails/1.jpg)
The Rhode Island Alternate Assessment (RIAA)
Science ResourcesPS 1.4.1c Identify solutions
(Grades 8 and 11)
January, 2012Webinar
Amy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDE Becky
Wright, RIDE
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Today’s Agenda2
1. Contact Information2. RIAA Resources on the Web3. Science Content4. Additional Resources
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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
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Description of Students at Three Ability Levels
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Science AAGSE Resources
PS 1.4.1c Identify solutions
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What are solutions?
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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 liquidsgases dissolved in liquids (such as carbonated water)liquids in liquids.
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Key Terms
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SOLUTION: a homogeneous collection of two or more substances.
SOLUTE: the dissolved substance
SOLVENT: the dissolving substance
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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
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Overview of the PS 1.4.1c Investigation
Conduct Students follow a procedure to the investigation
1- mix two substances together2- stir for one minute3- 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
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PS 1.4.1c Identify solutions
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Assessing Student Science Knowledge
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Example ofStudent Work
for a Higher-Level
Student
Penny is given three
opportunities to identify solutions
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Example ofStudent Work
for a Middle-Level
Student
Jacob is given three
opportunities to identify solutions
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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 WorkPhotograph showing student
selecting the solutions placed on the Photo Evidence Documentation form.
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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
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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/orStudents identify the information they
will need to observe to take data to check their prediction.
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Example ofStudent Work
for a Higher-Level
Student
Penny identifies the three tools
neededand
identifies the data to be
collected in this
investigation
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Example ofStudent Work
for a Middle-Level
Student
Jacob identifies the three tools
neededfor this
investigation
18
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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 CONSTRUCTJennifer was science toolsand was asked to choose the tools needed for this investigation.Student Work – Photo of Jennifer choosing tools attached to the Photo Evidence Documentation form.
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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.
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Grade 11 CONDUCTING:Using accepted methods of organizing, representing, and/or manipulating
data
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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.
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Grade 11 CONDUCTING-Higher level learnerUsing accepted methods of organizing, representing, and/or manipulating
data
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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.
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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.
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Grade 11 CONDUCTING-Lower level learnerUsing accepted methods of organizing, representing, and/or
manipulating data
INQUIRY CONSTRUCTJennifer was given 3 opportunities to represent her data organizing her data into
“SOLUTIONS” OR “NOT SOLUTIONS” trays.
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The End25
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
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Sherlock Center Additional Resources26